CAll4 TO ORDER Revised II. PRELIMINARY BUSINESS · Sports and I ntertainment Marketing Draft lbr...

TRUMBULL PUBLIC SChOOLSrIlI{UMIILJLL CONNFCTICUT

Regular Meeting — November 10, 2015I ng I-Till Adm in stration I hi i Id I

I orrti i ic R. Smi lb Assen iMy Moo in7:0t) p.m.

AGENDA

RevisedCAll4 TO ORDER

II. PRELIMINARY BUSINESSA. Pledge of AllegianceII. CorrespondenceC. Comments and Quesi ionsD. Recognition — Hoard of I klucalion Members — Dr. Cial Ii

III. CONSENT AGENDAA. Personnel — Dr. CialliH. Approval/Minutes Regular Meeting October 20, 2015C. Approval/Textbooks — I )r. Build

Keystone D (I LL: English Language Learners — Intennediate Level)

2. Prim.ipItv ofMai*eting (I lonors CCP Marketing)D. Approval/Curriculum Guides — Dr. Budd

I . Sports and I nterta inment Marketing Dra ft lbr Pilot Curriculum C uide2. ACI’ Algebra II Curriculum Guide3. Strings Music Curriculum Guides

a. Elementary Strings Year Oneh. Elementary Strings Year Twoc. Elementary Strings Year Threed. Beginning Strings Grade 6e. Intermediate Slrings Grades 6, 7, 8F. Orchestra/Strings II 1gb School

F. Approval/New Course Proposals — Dr. BuildI. Advanced Placement Studio Art2. Advanced Placement Music Theory3. Advanced Placement United States Government and l’olit ics4. Advanced Placement Comparative Government and Polities

IV. REPORTS/ACTION ITEMSA. Approval/Minutes of Trumbull Board of Education Executive Session of February 3, 2015 —

Mrs. I lerhstB. ‘fri—Stale Consortium Performance Based Assessmenl Gallery Walk — Dr. Cialfi, Mr. Edwards,

Mr. Scerbo, Ms. RizzaC. Policies

— Second Reading1. Attendance Grades K-8, Policy Code 5113.1 — Dr. Budd2. Pay to Participate, Policy Code 5138— Dr. Build

D. Approval/201 aBoard of Education Meeting Dates - Dr. CialliF. Approvd/Authorization to Utilize Town Auditor — Mr. O’KeefcF. Professional Development Election Day Experiences — Dr. BuddC. Approval/Capital Improvement Plan 2016-2020 — Mr. Deming

V. OTHER

TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECflCLI’

Report to the Board of EducationRettiIar Meeting—November 10. 2015 Dr. Cmlii

Agenda Item II-D Recoznition: Board of Education Members

I would like to take this opportunity, on behalf of theTrumbull Public Schools, to recognize our Board ofEducation members for their service. As with anyresponsibility, there is always more that goes unseen,requiring signilieant time, energy, and commitment. Theresponsibility of the Board Member, like many otherelected oflicials. becomes even more noteworthy when weconsider that the position is voluntary.

Thank you to all of our Board of Education members andparticularly to those who will be leaving: Deborah Flerbst,Susan LaFrance. Joseph Peddle, and Rosemary Seaman fortheir service to the students and residents of the town ofTrumbull.

Recommendation: Recognize and commend.

TRUMBULL PUBLIC SCHOOLSTRUMBULL. CONNECTICUT

Report to the Board ol EducationReiIarMLJfl1T\ovel1therl0.20LS

A.zenda Item I I I-CA Personnel

Resiwiations Certified

Gol diii, Linda; won d language teacher at liii Icrest MiddleSchool since August I 098, retiring efleetive June 30, 2016.

(inidy, Kirsten; school psychologist at Madison Middle Schoolsince September 2012, resigning efketive November 28, 2015.

Jenkins, Jul IC; science teacher at Trumbull I-I igh School sinceAugust I 995, retiring efThctive June 30, 2016.

O’Connell. Suzanne: reading/language arts consultant at Jane

Ryan Elementary School since September 1973, retiringelfective June 30, 2016.

Ree )mmendat on: Accept.

Appointment — Certified

Ullman, Glen; MA/4 ($34,510) strings teacher (.6) at theelementary level, effective November 2, 2015.

Recommendation: Receive and file.

TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT

Report to the Board of EducationReuuIar Meeting — November 10. 2015 Dr. Cial fi

Agenda Item — 111-B 4ppyoval/Minutes

Regular MeetingOctober 20. 2015

Recommendation: Approve the minutes of theabove noted meeting.


Regular Meeting October 20, 2015, 7:00 p.m.

Executive Session, 6:00 p.m.Daniels Farm Elementary School

The Trumbull Hoard of Education convened in Daniels Farm School, 710 Daniels Farm Road,Trumbull, for a Regular Meeting.

Members present:D. I lerbst, ChairpersonL. Chory, Vice ChairpersonR. Seaman, Secretary3. Donofrio. Hoard MemberS. LaFnmce. Board MemberJ. Peddle, hoard MemberM. Ward, Hoard Member

EXECUTIVE SESSIONThe meeting was called to order at 5:55 p.m. At this time, it was moved (Chory) seconded(Peddle) to go into Executive Session to review and discuss the security pLans in Trumbull PublicSchools. The Superintendent, Assistant Superintendent. Officer I larry (Trumbull Police),Mr. I lackctt (Technology), Mr. O’Keefc (Ilusiness), Mr. Connolly (Security), Mr. Kennedy andMr. Deming (Facilities), were invited into Executive Session to be part of the discussion. Vole:Unanimous in favor. Executive Session began at 6:03 p.m. By unanimous consent of Boardmembers present, it was moved to come out of Executive Session at 7:11 p.m.

Agenda Item I — Call to OrderThe meeting was called to order at 7:15 p.m.

Aaenda Item II — Preliminan’ BusinessA. Salute to the Flag - ‘l’he Public Session began with a salute to the Flag.

B. Correspondence — Mrs. Seaman noted public correspondence this evening. The Board receivedan email regarding allocation of services in the District with a response from Dr. McGrath, anemail regarding volunteering in Trumbull Public Schools with a response from Mrs. Koneenyfrom Human Resources and Dr. Cialfi noted congratulations to TIISGEMB with theirexemplary performance at the University of Delaware.

C. Comments —There were no public comments this evening.

D. First Selectman’s Golf Outing Financial Support - First Selectman Timothy Herbstaccompanied by Town Treasurer John Ponzio and Town Clerk Suzanne Burr Monaco thanked

all who volunteered their time in creating a rich tradition that led to the most successfultournament to date. Recipients included the ACE Foundation. Trumbull High School GoldenEagle Marching Band, Friends of the Trumbull High School Choir and Trumbull Athletics.

Agenda Item 111 — Consent Agenda

A. l’ersonnel — Dr. Cialfi noted that there is one certified resignation that needs Hoard action. Itwas moved (Donofrio) and seconded (Chory) to accept the resignation of Tarryn Cutler,grade 2 teacher at Daniels Farm Elementary School since August 2008 resigning effectiveSeptember30. 2015. Vote: Unanimous.

13. Approval/Minutes — Regular Meeting — 10/6/20 15. It was moved (Donofrio) seconded(Chory) to approve the minutes as presented. Vote: Unanimous.

C. Approval/Financial Budget Transfers - llusiness Administrator Sean O’Keefe reported ontwo transfers to be included in the September 2015 month. It was moved (Ward) seconded(Donofrio) to approve the transfers as presenied. Vote: Unanimous in favor.

The Hoard Members unanimously agreed to take Agenda Item 111-F out of order to this portionof the meeting.

F. Student 130E Representatives Annika Redgate and Steven Stanton reported on recent schoolactivities that included the TIAUD forum, fundraising for the choir, PSATs, TI IS yearbook,the annual Pumpkin Run, the Agriscience Fall Festival, TIIS Spirit Week, Homecoming andthe upcoming Veterans’ Day presentation.

It was moved (LaFrance) to take agenda items I11-D Approval/Curriculum Guide and III-EApproval/Textbook out of the Consent Agenda.

D. Approval/Curriculum Guide — Dr. Budd discussed the curriculum guide for U.S. EconomicSystems. It was moved (Seaman) and seconded (Peddle) to approve the curriculum guide forU.S. Economic Systems as presented. Vote: Unanimous in favor.

F. Approval/Textbook — Dr. Budd reported on the new textbook for Al’ French Language andCulture, Themes that will better align text to AP examinations. It was moved (Peddle) andseconded (Seaman) to approve the above textbook, Themes: Al’ French Language & Culture aspresented. Vote: Unanimous in favor.

Agenda Item IV— Reports/Action Items

A. Technology Report — Technology Manager Mr. Jeff Hackett and Ms. Jen Pacelli reported on thestatus of technology in Trumbull Public Schools highlighting that improvements in technologyhave transformed the Learning process. Mr. Hackett gave a presentation on specific upgradesand advancements that include WiFi in all buildings, installing Smanfloards in even’ classroom,and providing Chromebooks and iPad carts for all schools. Kindergarten teacher Ms. Logan

and grade five teacher Mr. Spillane supported by integration specialists demonstrated thattechnology is an extremely useful tool in enhancing education in the District.

13. District Enrollment Report Dr. Cialfi presented the October 1,2015 actual enrollmentsummary which is reported to the State of Connecticut Department of Education.

C. Policies — First Reading1. Non-Discrimination in Instruction/Classroom, Policy Code 6121.4— Dr. Budd gave an

overview of this policy. This revision codilies the District’s obligations to preventdiscrimination and harassment in relation to protected classes of individuals as defined byfederal and state statutes. This policy will be returned to the Board for a second readingand approval at a future meeting.

2. Health Assessments and Immunizations, Policy Code 5141.3— Dr. l3udd reviewed thispolicy which updates the health assessments and immunizations that reflect variouschanges that have occurred in medical terminology and in current health assessmentsprotocols and requirements. This policy will be returned to the Board for a secondreading and approval at a future meeting.

D. Policies — Second Reading1. Budget Transfer, Policy Code 3160— Dr. I3udd presented this policy that has been revised to

conform to Connecticut Public Act 13-60 and the District’s obligation to report to the TownCouncil when an “emergency transfer” has occurred. It was moved (Ward) and seconded(Peddle) to accept this policy as presented. Vote: Unanimous in favor.

Agenda Item V — OtherThere was no business under this agenda item.

AdjournmentBoard Members gave unanimous consent to adjourn the Public Session at 9:00 p.m.

3

TRUMBULL PUBLIC SCHOOLSTRUMBULL, CT

Report to the Board of EducationRegular Meeting—November 10, 2015 Dr. BmW

Agenda Item — 111.0 Approval — Textbook

Before any new textbook is approved for inclusion in theTrumbull Public Schools program of shidies, theCurriculum Subcommittee of the Board of Educationreviews its content and appropdatcness. ThisSubcommittee, consisting of Board members RosemarySeaman, Joseph Peddle, and Michael Ward, under thecoordination of Jonathan S. Budd, Ph.D., Director ofCurriculum and Instruction, then makc theirrecommendation to the fril Board.

The Board of Education is being asked to review and adoptone new text for use at Trumbull High School in theEnglish Language Learners Department for the 2015-16school year, as noted below:

Keystone D will be used in the English Language LearnersIntermediate Level course. Currently, the intermediate ELLcourse does not use a textbook, Material is pulled fromvarious sources in order to address curricular standards.This textbook provides an organized approach to exploringa “big idea” while considering what the students will needin order to be successthl in their core classes. Theinformation provided in the chapters can he supplementedwith outside material, while providing a solid foundationand direction for student learning. The cost of the book is$66.97.

Recommendation: Approve the following textbook:Keystone D

TRUMBULL PUBLIC SCHOOLSNEW TEXTBOOK REVIEW/APPROVAL PROCESS

Date Submitted: Oct. 23, 2015

Title of Book: Keystone D (Pearson English Learning System)

Author: Anna UN Chamot, John DeMado, and Sharroky blue

Publisher: Pearson Education

Year Published: 2013

ISBN Number: 142-843494-1

Core or Supplemental Text: Core

Grade Level: 9-12

Course: ELL: English Language Learners-Intermediate Level

Book Description:“Longman Keystone is a multi-level program designed for English learners and struggling readerswhose academic achievement is two or more years below grade level. Through explicit, intensive, andfocused instruction that accelerates students language acquisition, reading comprehension, vocabulary,and oral and written communication skills, students will quickly begin achieving academic success andbe better prepared to transition to mainstream coursework across thc curriculum.”(http://www.pearsonsehooLcomlindex)

Present Text: none

Rationale for changing current text:Currently, the intermediate/advanced ELL course does not use a textbook. Material is pulled fromViiOUS sources including hut not limited to various ELL websites, Side by Side (textbook &workbook) by Steven Molinsky, and New York Tunes L/ofront Magazine in order to address curricularstandards. This textbook provides an organized approach to exploring a “big idea” while consideringwhat the students will need in order to be successful in their core classcs. Each chapter providesacademic vocabulary words used across the curriculum as well as explicit English instruction, both ofwhich are necessary for an English language learner to achieve academic success. The Englishgrammar points and the academic vocabulary are linked to the readings, which explore big ideas. Theinformation provided in the chapters can be supplemented with outside material, while providing asolid foundation and direction For student learning.

Other (How will the book enhance student performance?)The book provides an organized approach to Fulfilling the needs of the ELL student. These needsinclude explicit grammar instruction, academic vocabulary, and a variety of reading and writingopportunities. The book also promotes critical thinking and discussion opportunities.

Strengths:The book provides an organized approach to learning English. It begins with a big idea that is exploredthrough reading passages from across the curriculum (i.e., informational texts, shod stories, plays,excerpts from novels, etc.). Grammar points and academic vocabulary relative to the reading passagesare highlighted while the readings provide opportunities for critical thinking, expansion of the topic,and improving communication skills through writing and discussion.

Revised 6/15

Weaknesses:Each unit contains five reading passages. While two or three passages per unit would he sufficient, thereadings explore each topic from different angles, providing the teacher with a diverse selection fromwhich to choose the most appropriate reading passages and focus areas.

Submitted by: Joanna Lapham, ELL teacher

Reviewed i a_fDate / /(6/k /a(cD4 (

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TRUMBULL PUBLIC SCHOOLSTRUMBULL, CT

Report to the Board of EducationRegular Meeting--November 10, 2015 Dr. Budd

Agenda Item — J1I-C2 Approval Textbook

Before any new textbook is approved for inclusion in theTrumbull Public Schools program of studies, theCurriculum Subcommittee of the Board of Educationreviews its content and appropriateness. ThisSubcommittee, consisting of Board members RosemarySeaman, Joseph Peddle, and Michael Ward, under thecoordination of Jonathan S. Budd, Ph.D., Director ofCurriculum and Instruction, then make theftrecommendation to the full Board.

The Board of Education is being asked to review and adoptone new text for use at Trumbull High School in theBusiness Department for the 2015-16 school year, as notedbelow:

Principles ofMarketing will be used in the Honors CCPMarketing course available to students in Grades 11 and 12.This text is a requirement from Housatonie CommunityCollege in order to maintain our College Career Pathwayfor the THS marketing students. The authors presentfundamental marketing infonnation within an innovativecustomer-value framework. The book is revised to reflectthe major trends impacting contemporary marketing. Thecost of the book is $142.90, and covered by Perkins Grantfunds.

Recommendation: Approve the following textbook:

Principles ofMarketing

TRUMBULL PUBLIC SCHOOLSNEW TEXTBOOK REVIEW/APPROVAL PROCESS


Title of Book: Principles ofMarketing, Student Value Edition, plus MyMarketingLab withPearson eText, I edition

Author: Philip T. Koller and Gary Armstrong

Publisher: Pearson

Year Published: 2016

ISBN Number: 9780133973303

Core or Supplemental Text: Core

Grade Level: 11-12

Course: Honors CCP Marketing

Book Description:“Principles ofMarketing helps students master today’s key marketing challenge: to create vibrant,interactive communities of consumers who make products and brands an integral part of their dailylives. To help students understand how to create value and build customer relationships, Kotler andAnnstrong present fundamental marketing information within an innovative customer-valueframework. Thoroughly revised to reflect the major trends impacting contemporary marketing, thisedition is packed with stories illustrating how companies use new digital technologies to maximizecustomer engagement and shape brand conversations, experiences, and communities.

“MyMarketingLab [is] an online homework, tutorial, and assessment program designed to work withthis text to engage students and improve results. Hands-on activities and exercises enable students tobetter understand and master the course’s core concepts, and the skills required to be successfulmark ci ers today.” (http :Hwww.mypearsonstore.comThookstore/principles-of-markcting9780133795028)

Present Text: Contemporary Marketing by Boone & K tiilz,lS’ edition

Rationale for changing current text: The new text is a requirement from Housatonic CommunityCollege (11CC) in order to maintain our College Career Pathway for the THS marketing students. Thispathway allows mit students the opportunity to earn college credit while they are in high school, andthe students in the HCC marketing class must use this textbook. This new version covers the most up-to-date trends impacting contemporary marketing.

Other (How will the book enhance student performance?) This textbook has an online supportoption, which our former textbook did not, and is aligned with the marketing program at HousatonicCommunity College. A wide variety of supplemental material can be used in class to enhance learning.

Strengths: In addition to up-to-date dat&examples and video exercises, students an introduced tocomplex college-level text.

Weaknesses: Based on the curricular needs of this important and specialized course, there are noperceived weaknesses.

Submitted by: Debra Owen, Department Chair

Revised 6/15

Reviewed by:

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TRUMBULL PUBLIC SCIIOOLSTRUMBULL, CT

Report to 11w Board of EducationRegular Meeting- November 10, 2015 Dr. I3udd

Agenda Item Ill— Dl Appmval/New Course Pilot Curriculum Guide

Before any new curriculum is approved for inclusion

Ill the Trumbull Public Schools program of studies, theCurriculum Subcommittee of the Board of Educationieviews its content and appropriateness. ThisSubcommittee, consisting o C Board membersRosemary Seaman, Joseph Peddle, and Michael Ward,under the coordination of Jonathan S. Budd, Ph.D.,Director of Curriculum, Instruction, & Assessments,then make their recommendation to tile full Board.

The Board of Education is being asked to adopt a draflfhr pilot curriculum guide to pilot a new course for useat Trumbull High School in the Business Departmentfor the 2015-I 6 school year, as noted below:

Sports and Entertainment Marketing

The full curriculum guide will he developed during thesummer of 2016 based n student feedback and workcompleted during tile course pilot tllis sciloOl year.

Recommendation: Approve new course pilot eurdeutum guide:


TRUMBULL PUBLIC SCHOOLSTrumbull, Connecticut


Grades 11-12

Elective — One Semester

Business Education Department

Drafi fbr Pilot 2015(New Course)

Curriculum Writing Team

Beth Yerina, Business Education TeacherKristen O’Connell-Rubin, Business Education TeacherDebra Owen, Department Chairperson

Jonathan S. Budd, Ph.D., Director of Curriculum, Instruction & Assessments

Draft for l’ilo 20/5

CORE VALUES AND BELIEFS

Trumbull I ugh School community engages in an environment conducive to learning which believes

thai all students will read and write effectively. thereline communicating in an articulate and

coherent manner. All students will participate in activilies that present problern—solvi ig through

critical thinking. Student will use technology as a tool applying ito decision making. We believe

that by Ibstering sellconlidenee, self—directed and student—centered activities, we will promote

independent thinkers and learners. We believe ethical conduct to he paramount in sustaining the

welcoming school climate that we presently enjoy.Approved 5/26/2011

INTRODUCTION

Sports and kntertainment Marketing is a half-year business elective course of icred to students in

grades II and 12 at Trumbull High School interested in marketing concepts as they relate to the

growing sports and entertainment industries. The purpose of this course is to introduce students to

marketing basics, marketing college athletics, sports marketing, using sports to market products,

public images, entertainment marketing, legal issues in sports and entertainment, and advertising.

This course will oiler students the ability’ to define their own interests while exploring possible

future careers.

PHILOSOPhY

Business Education is an integral part of the total academic structure and provides a significant

contribution to the education of all students in a business-oriented society. Specifically, Sports and

Entertainment Marketing is planned and sequenced to foster essential 21”-centuiy skills, including

reading and writing efThctively and problem-solving through critical thinking while encouraging

independent thinking and learning. With these vital skills necessary for success in today’s business

world, students will he able to linmulate educated decisions regarding post-secondary plans and

procure promising career options.

Dinfifor i’ihu 2015

Unit I: Introduction to Sports and Entertainment Marketing

:ssentiaI Questions

• What is marketing?• What are the elements of [Ic markeling mix and how are they applied?

• I low does one dilThrentiate entertainment from sports marketing?

Core Resources• excerpts from Sports and Lnwrtainnunr Ahirkcting by Lois Schneider Farcse. David A.

Grossman, Gordon Nicholson, and Paul A. Wardinski

• excerpts from Sports and Entertainment Marketing by Ken Kaser and Dotty Boen Oelkers

• excerpts from Spurts mid Lnte’rtaznnwnt Manc:gemtnt by Ken Kaser and Dr. John it

Brooks, Jr.

Possible Learner Activities

• Apply the marketing mix concept to various ice cream companies using “We All Scream IbrIce Cream” activity

• IdentiI’ advertising campaigns that lèature celebrities or athletes

• Research information about the first talking movie

• Create an itinerary for a weekend trip to a professional basebaLl/football game, utilizing the

elements of the marketing mix

Drafi for I’ilot 2015

Unit 2: Marketing Basics

Essential Questions

• How does discretionary income affect the consumer?• What is the product tic-in correlation bctwcen core and ancillary products?

• I low does gross impression aifret the consumer?

• How does a marketer identify and manage risk in various entertainment industries?

Core Resources• excerpts from Spurts and Entertaininent A’Iarkctii,ç’ by Lois Schneider Farese, David A.


• excerpts from Spo,-ts and Enwrtainnu’nt Markc’ting by Kcn Kaser and Dotty’ Boen Ocikers

• excerpts from Sports cuid Enwrtzinrncnt Mancigc’nu’nt by Ken Kaser and Dr. .lohn R.Brooks, Jr.

Possthle Learner Activities

• Analyze case study “New Kind of Kick, DC Shoes” by responding to relevant open-endedquestions

• Identify movies as the core product and idenlify ancillary products For each

• Read an article and Ihimulate an opinion on risk management using the data-drivendecision-making process

Dra/i/ur Pilot 20/5

Unit 3: Sports Marketing

Essential Questions

• What is sports marketing?• I low can the spoils industry be categorized?• How has Title IX aClëcted the sporis world?

Core Resources• excerpts from Sports and E,,tc,iah;nwnt Marketing by Lois Schneider Farese, David A.

Grossman, Gordon Nicholson, and Paul A. Wardmski• excerpts Irom Sports and Lntcrtcun,ncnt Markctii by Ken Kaser and Dotty linen Oelkers• excerpts from Sports and Enu’utainm[’nt Managcizic’nt by Ken Knscr and Dr. .Tolii R.

Jirooks, Jr.

Possible [carncr Activities

• Create a graphic organizer For a flirnous athlete and his/her product endorsements• Research and identi I’ fhctors that contribute to the popularity of extreme sports• Research and identify possible careers in the sports marketing field using the Occupational

Outlook handbook• Analyze case study “Winning Strategies: From Intern to Sports Anchor” by responding to

relevant open-ended questions• View and apply principles torn the movie Blind Sick to college applications and athletic

resumes to distinguish oneself in the college admissions process• Present a current event in the sports industry

Possible Extension Activities

• Guest speaker from the professional sports inclustty• Guest speaker discussing Title IX• Guest speaker discussing NCAA rules and regulations lhr the college-hound athlete

Draft/or l’ilot 2015

Unit 4: Entertainment Marketing

Essential Questions

• What is entertainnwnt marketing?• I low can the entertainment industry be categorized?

Core Resources• excerpts from Snorts cuid Enurtainnu’nt Aiaihcti,ig by Lois Schneider Farese, David A.


• excerpts from Sports and Entc’rtabuncnt Marheting by Ken Kaser and Dotty Boen Oelkers

• excerpts liom Sports mid Lnwrtammcnt Managcnwnt by Kcn Kascr and Dr. John R.

I3rooks, Jr.

Possible Learner Activitics

• IdentilS’ possible careers in the entertainment marketing field

• Research and idenli I’ various components of the “Indie” film industry

• Create a presentation about a particular influential character in the world of entertainment,

“Character I Jail ol’ lame” project

• Present a current event in the entertainment industry

Possible Extension Activity

• Guest speaker from the music industry

Draft for I’ilot OI5

Unit 5: Sports Products

Essential Questions

• How would you identify a sports consumer?• I low do cnvimnrnentul flictors al’Iict sporis consumer spendmg?• 11(1W 5 market segmentation used to analyze a market?• How can spoils products be categorized?

Core Resources• excerpts horn Sports and Enh’rlainnunt Mar/u 7mg by Lois Schneider Farese, David A.

Grossman, Gordon Nicholson, and Paul A. Wardinski• excerpts li-om Sports and Entcrtczinmc’,u Markcthg by Ken Kaser and Dotty Boen Oelkcrs

• excerpts 1mm Sports (111(1 Lnu,tcimmcnt Managt,ncnt by Ken Kaser and Dr. John 1<.Brooks, Jr.


• Identify possible careers in the spoils product industry• Read an article and formulate an opinion about a sports product using the data—driven

decision-making process• Analyze ease study “More Than Ilorneruns” by responding to relevant open-ended questions

• Research sports products using the “Gatoradc” activity and the “Knergy Drinks” activity

• Create and present a label and a banner advertisement 11w a new sports drink

Draft for P/lot Ul5

Unit 6: Entertainment ProductsEssential Question

• Flow can entertainment products be categorized?

Core Resources• excerpts iom Sports (111(1 Entertainment Mcn*eting by Lois Schneider Faresc, David A.


• excerpts from Sports and Lntertammcnt Marketing by Ken Kaser and Dotty lioen Oelkers

• excerpts liom Sports and haitertc;nnnent Mann ç’emcnt by Ken Kaser and Dr. .John R.Brooks, Jr.


• Identify possible careers in the entertainment product indusiry

• Research entertainment products using the “Jingles and Evergrecns’ activity

• Develop, record, and present a radio script to advertise a fictitious charity event.

• Analyze case study “Winning Strategies: Oprab Winfrey” by responding to relevant open-ended questions

Possible Extension Activity

• Guest speaker from local/regional theater company

Draji for Pilot 2015

Unit 7: Product and Price DecisionsEssential Questions

• Why is pricing an important (actor in marketing sports and entertainment events?

• What hictors affect pricing decisions?

Core Resources• excerpts from Spoils and Entertainment Marketing by Lois Schneider Farese, David A.

Grossman, Gordon Nicholson, and Paul A. Wardinski• excerpts from Sports and Entcrtainnient Marketing by Ken Kaser and Dotty Boen Oelkers

• excerpts from Sports and Entertainment Managenic’nt by Ken Kaser and Dr. John 1<.Brooks, .Jr.


• Read an article and formulate an opinion about pricing strategies using the data-drivendccision-making process

• View “The Real Story Behind the Real Thing” and answer active viewing questions relatedto products, prices, and the consumer

• Analyze case study “Opening Act” by responding to relevant open-ended questions

Draft/br I’ilot 20/5

Unit 8: Branding, Licensing, and Images

Essential Questions

• Why does branding alkct image and customer loyalty oVa product and company?

• how do images and public perception ol celebrities and companics afflict the success ol’

merchandise?• I low (hoes brand recognition aid in dii èrentiating products?

Core Resources• excerpts from Sports and L’nltrtaimnent Marketing by Lois Schneider Faresc, David A.

Grossman, Gordon Nicholson. and Paul A. Wardinski

• excerpts from Sport.c and hitcrunnment Mark etinç’ by Ken Kaser and Dolly Bocn Oelkcrs

• excerpts Li’om Sports and Lntertannnent Manaç’enn’nt by Ken Kaser and Dr. John R.

Brooks, Jr.


• Complete worksheet on careers in corporate sponsorships and marketing

• Research licensing, endorsements, and sponsorships through various activities

• Read an article and fhrmulate an opinion about celebrity endorsements using the data-driven

decision-making process• Solve the trademark letter alphabet puzzle to emphasize the importance of visual marketing

Drafifor Pilot 20/5

Unit 9: Sports and Entertainment Promotion

Essential Questions

• How can event marketing he used to complement the promotion of an overall promotion

strategy?• How is an effective promotional mix developed?• How can the effectiveness of sports and entertainment advertising be evaluated?

Core Resources• excerpts from Sports and LnfrmunnmLnl Mar/nt/nt’ by Lois Schneider Farese, David A.

Grossman, Gordon NichoLson, and Paul A. Wardinski• excerpts from Sports cmcl Entertainment Alarketing by Ken Kaser and Dotty L3oen Oelkers• excerpts from Spot-Es and Entertainment Management by Ken Kaser and Dr. .Ioli R.

Brooks, Jr.


• Create a brochure about a specific career in sports and entertainment marketing• Create a print advertisement Ihr an event or game• Research the Super Bowl through activities

Possible Extension Activities

• Trip to Webster Rank Arena to emphasize Sports and Entertainment Marketing concepts• (iuest speaker from Webster Bank Arena

Draft flit !‘i/ot 2015

Culminating Project

Each student will develop an overall marketing/business plan fbr a fhntasy sports team or musicartist/group. Project wilL include written pieces and an oral presenlation covering the topics such as:logos, unilhm/costume design. merchandise, ticket pricing, sponsorships, promotional events, andadvertisements.

Draft for Pilot 2() /5


Report to the Board oil kiucationReguhirMeeIinu November 1QOi5 Dr Budd

.i\gçnda Item J.UrQ2

Before any new curriculum is approved br inclusion in the‘l’minbull Public Schools program of studies, (lie ( ‘urrieulumSubcommittee of the Board of Education reviews its contentand appropriateness. ‘l’his Subeoiiuui tee. consisi lug of Boardmembers Rosemary Seaman, Joseph Peddle and MichaelWard, tinder tire coordination of Jonathan S. Budd, Phi).,Director of Curriculum, Instruction. & Assessments, thenmake their recominendat ion to the fbi I l3oard.

‘the Board of Education is being asked to adopt one revisedHigh School curriculum guide for use in the MathematicsDepartment.

ACP Algebra II is a full year I credit course. AdvancedCollege Prep Algebra 11 is designed for the student who hassuccessfully completed ACP Algebra 1 and ACP Ucomein’.The course is designed to develop the X standards ofmathematical practices in students. Algebra Ii includes thestudy of functions and inverse functions, the anaLysis aridbuilding of functions. polvmiinia Is, rational expressions andfunctions, trigonomic functions, exponential and logarithmicfunctions. ‘ike course concludes with a brief look at statistics.

Since 2004, high school mathematics curricula have shiftedbased on the Connecticut Core Standards, so topicspreviously taught in one course have been moved to adiflerent course. In this course, new topics have been added,such as transformations of Junctions, end behavior offunctions, and a brief unit on statistics. Units on trigonometryand exponential and logarithmic functions have beenexpanded to include more complicated problems, graphing,arid applications.

Recommendation: Approve the following Curriculum Guide:

ACP Algebra II

TRUMBULL PUBLIC SCHOOLSTrumbull, Connecticut

ACP Algebra II

Mathematics Department

20.15

Last revision date: 2004

Curriculum Writing Team

Fran Basbagill Department Chairperson

Elizabeth Capobianco Teacher

Nancy Ciborowsid Teacher

Kristin Ruggiero Teacher

Jonathan S. Budd, Ph.D., Director of Curriculum, Instruction & Assessments

ACP Algebra II

Table of Contents

Core Values and [3eliefs 3

introduction I

Philosophy 3

Course Description 5

Assessments 5

Goats 6

Unit P: Preparation Ibr Algebra II 8

Unit I: Functions and Inverse Functions 12

Unit 2: Polynomial Functions IS

Unit 3: Rational Expressions and Functions 18

Unit 4: Trigonometric Functions 21

Unit 5: Exponential anti Logarithmic Functions 23

Unit 6: Inferential Statistics 26

Course Credit 28

Prerequisites 28

Text 28

Supplementary Materials/Resources/Technology 28

Current Reibrences 28

Syllabus 29

Rubrics 30

The Trumbull Board oi’Education will continue to take Afirmative Action to ensure that no persons

are discriminated against in its employment.

ACP Algebra II Page 2

CORE VALUES AND RELIEFS

Trunilull High School community engages in an environment conducive to learning which believes

that all students will read and write effectively, therefore communicating in an articulate and coherent

manner. All students will participate in activities that present problem—solving through critical

thinking. Student will usc technology as a tool applying it to decision making. We believe that by

Ibstering self-confidence, self-directed and student-centered activities, we will promote independent

thinkers and learners. We believe ethical conduct to be paramount in sustaining the welcoming

school climate that we presently enjoy.Approved 5/26/2011

INTRODUCTION

Advanced College Preparatory Algebra Il is designed 11w the student who has successlblly completed

ACP Algebra 1 and AUP Geometry. Srndents will build on their work with linear, quadratic, and

exponential kinctions to extend their repertoire of junctions W include polynomial, rational, and radical

functions. Students will work closely with the expressions that define the functions and continue to

expand and hone their abilities to model situations and to solve equations including solving quadratic

equations over the set of complex numbers anti solve exponential equations using the properties of

logarithms.

The ACP Algehni II Curriculum Guide was last updated in 2004. Since 2004, high school mathematics

curricula have shi [‘ted based on the Connecticut Core Standards, so topics previously taught in one

course have been moved to a dilThrent course. In this course, new topics have been added, such as

transformations of functions, end behavior of functions, and a brief unit on statistics. Units on

tngonometry anti exponential and logarithmic functions have been expanded to include more

complicated problems. graphing, and applications. Finally, a graphing calculator is now required and

used tluvughout the course.

PHILOSOPHY

Success ill mathematics depends upon active involvement in a variety of interrelated experiences.

When students participate in stimulating learning opportunities, they can reach their full

potential.

The Trumbull Mathematics Program embraces these goals for all students.

The successil mathematician will:

• Acquire the factual knowledge necessary to solve problems

• Gain procedural proficiency in problem solving

• Demonstrate a perceptual understanding of problems posed

• Make meaningful mathematical connections to his or her world

Solve problems utilizing a variety of strategies

• Utilize technology to improve the quality of the problem-solving process

• Communicate effectively using mathematical terminology, both independently and

CoIl ahorativel y

• Use sound mathematical reasoning by utilizing the power of conjecture and proof in his or her

thinking

• Become a reflective thinker through continuous self-evaluation

• Become an independent, self-motivated, Lifelong learner


The Trumbull Mathematics Program promotes the empowerment of students and encourages students

to embrace the skills needed Co become sueeessfti in the 2 I century. Students expand their

mathematical abilities by investigating real—world phenomena. Through such experiences, students

can access the beauty and power o I’ mathematics and truly appreciate the i inpact mathematics has on

I he wo Id in whici m they live.

Developed by Trumbull K- 12 Math Committee, June 2004; revised and approved April 2011

(;cneral:

Mathematics instruction must:

• Blend the concrete with the abstract, the practical with the theoretical, and the routine with

the non-routine.

• Teach students to search lbr, find, and represent patterns.

• Instill in students an appreciation for the intrinsic beauty’ of mathematics.

• Encourge students to reason, analyze, make connections, and sellassess.

• Immerse students in the learning process through questioning, technology. manipulatives,

cooperative, and individual activities.

Infbrmation, Media and Technology Skills

I. Use real-world digital and other research tools to access, evaluate, and effectively apply

information appropriate for authentic tasks,

Learning and Innovation Skills

2. Work independently and collahoralively to solve problems and accomplish goals.

3. Communicate information clearly and effectively using a variety of tools/media in varied

contexts for a variety ot’purposes.

4. Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and

working/learning conditions.

5. Effectively apply the analysis, synthesis, and evaluative processes that enable productive

problem solving.

Life and Career Skills

6. Value and demonstrate personal responsibility, character, cultural understanding, and ethical

behavior.


COURSE DESCRIPTION

Advanced College Preparatory Algebra II is designed to devclop the eight standards of mathematical

practices in studems. Algebra II includes the study of functions and Inverse fUnctions; (he analysis and

building of fUnctions; poLynomials; complex numbers and analyzing functions using di IThrent

representations; rational expressions and lunctions, with a locus on explaining reasoning;

trigonometric functions; exponential and logarithmic functions, with an cmphasis on constructing and

comparing linear, and quadratic and exponential models. This course concludes with a brief look at

statistics. A graphing calculator is required fur this course.

ASSESSMENTS

Formative assessments will help guide student learning and summative assessments will test the

srvdcnts level of mastery of knowledge and skills. Formal assessments will he various including, but

not limited to, quizzes, problem sets, tests, and projects. The midterm and final exams are

departmental exams and are given by each instructor who teaches the course.

ACP Algebra II PageS

COALS

The Standards 11w Mathematical Practice describe varieties ol’ expertise that all teachers of

mathematics will develop in their students.

These practices rest on important “processes and proficiencies” that have long been valued in

mathematics education.

I. Make sense of problems and persevere in solving them.

Mathematically pro licient students start by explaining to themselves the meaning oVa problem and

looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They

make conjectures about the form and meaning of the solution and plan a solution pathway rather than

simply jumping into a solution attempt. They consider analogous problems, anti try special cases and

simpler forms of the original problem in order to gain insight into its solution, They monitor and

evaluate their progress and change course if necessary.

2. Reason abstractly and quantitatively.

Mathematically proficient students make sense ol’quantities and their relationships in problem

situations. They bring two complementary abilities to hear on problems involving quantitative

relationships: the ability to decontextualize—to abstract a given situation anti represent it symbolically

and manipulate the representing symbols as if’they have a life of their own, without necessarily

attending to their ref rents—and the ability to eontextualize, to pause as needed during the

manipulation process in order to probe into the referents for the symbols involved.

Quantitative reasoning entails habits of creating a coherent representation of the problem at hand;

considering the units involved; attending to the meaning ofquantities. not just how to compute them;

and knowing and flexibly using different propetlies of operations and objects.

3. Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously

established resuLts in constructing arguments. They make conjectures and build a logical progression of

statements to explore the truth of their conjectures. They are able to analyze situations by breaking

them into eases, and can recognize and use eounterexamples. They justify their conclusions,

communicate them to others, and respond to the arguments of others. They reason inductively about

data, making plausible arguments that take into account the context from which the data arose.

Mathematically proficient students are also able to compare the effectiveness of two plausible

arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in

an argument—explain what it is.

4. Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in

everyday life, society, and the workplace.

Mathematically prolieient students who can apply what they know are comfortable making

assumptions and approximations to simplify a complicated situation, realizing that these may need

revision later. They are able to identify important quantities in a practical situation and map their

relationships using such tools as diagrams, two-way tables, graphs, Iloweharts and lbniiulas. They can

analyze those relationships mathematically to draw conclusions. They routinely interpret their

mathematical results in the context of the situation and reflect on whether the results make sense,

possibly improving the model if it has not served its purpose.


5. Usc appropriate tools strategically.

Mathematically pro licient students consider the available tools when solving a mathematical problem.

These u mis m i gin inc I tide pencil and paper, cone nile models, a ruler, a piot rack r. a cal cu lain r, a

spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software.

l’roflcicnt students are sufficiently flimi liar with tools iippropriale 11w their grade or course to make

sound decisions about when each of these tools might be helpful, recognizi ig loth the insight to be

gained and the tools limitations. For example, mathematically proticieth high school students analyze

graphs of ftmctions and solutions generated using a graphing calculator. They detect possible errors by

strategically using estimation and other mathematical knowledge. When making mathematical models,

they know that technology can enable them to visualize the results of varyiig assumptions, explore

consequences, and compare predictions with data.

They are able to use technological tools to explore and deepen their understanding of concepts.

6. Attend to precision.

Mathematically proficient swdcnts try to communicate precisely to others. They try to use clear

definitions in discussion with others and in their own reasoning.

They state the meaning of the symbols they choose, including using the equal sign consistently and

appropriately. They are careful about specifying units of measure, and labeling axes to claril’ the

correspondence with quantities in a problem. They calculate accurately and efficiently, expressing

numerical answers with a degree of precision appropriate for the problem context. By the time they

reach high school they have learned to examine claims and make explicit use of delinitions.

7. [ook for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure.

They also can step back 11w an overview and shift perspective. They can see complicated things, such

as some algebraic expressions, as single objects or as being composed of several objects.

8. Look for and express regularity in repeated reasoning.

Mathematically prolicient students notice ifealeulations are repeated, and look both fhr general

methods and for shortcuts. As they work to solve a problem, mathematically proficient students

maintain oversight of the process, while attending to the details. They continually evaluate the

reasonableness of their intermediate results.


Unit P: Preparation for Algebra 11

Performance StandardsThe Performance Standards align with the Connecticut Core Standards br Mathematics.

S—EL I xpress ions and I ajuations

Analyze and solve linear equations and pairs of simultaneous linear equations

7. Solve linear equations iii one variable.

a. (jive examples of linear equations in one variable with one solution, infinitely many solutions.

(II’ no solutions. Show which ol these possibilities is the case by successively transforming the

given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a =

I, results (where a and b are dilThrent numbers).

I,.

Solve linear equations with rational number coefficients, including equations whose solutions

require expanding expressions using the distributive property and collecting like terms.

8-F Functions

Define, evaluate and compare functions

Understand that a lbnction is a rule that assigns to each input exactly one output. The graph of a

function is the set of ordered pairs consisting ofan input and the corresponding output.

N-Q Ouantitics

Reason quantitatively and use units to solve problems

1. Usc units as a way to understand problems and to guide the solution of multi—step problems; choose

and interpret units consistently in formulas.

A-SSE Seeing Structure in Expressions

Write expressions in equivalent forms to solve problems

3. Choose and produce an equivalent fijrm of an expression to reveal and explain properties of the

quantity represented by the expression.

a. [‘actor a quadratic expression to reveal the zeroes of the function it defines.

A-CED Creating Equations

Create equations that describe numbers or relationships

1. Create equations and inequalities in one variable and use them to solve problems. Include

equations arisingfrom linear Jimclions.

2. Create equations in two or more variables to represent relationships between quantities; graph

equations on coordinate axes with labels and scales.

3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities,

and interpret solutions as viable or nonviable options in a modeling context.

4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving

equations. l’or example, rearrange Ohm’s law V JR to highlight resistance R.

A-REI Reasoning with Equations and Inequalities

Solve equations and inequalities in one variable

3. Solve linear equations and inequalities in one variable, including equations with coefficients

represented by letters.


Solve systems of equations

5. Prove that, given a system of two equations in two variables, replacing one eqtiation by the sum of

that equation and a multiple of the other produces a system with the same solutions.

6. Solve systems of linear equations exactly and approximately (e.g., with graphs), Ibeusing on pairs

of linear equations in two variables.Represent and solve equations and inequallties graphically

10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the

coordinate plane, often fbnning a curve (which could be a hne)

II. Explain why the x—coordinates of the points where the graphs of the equations y /(x) andy = g(x)

intersect are the solutions of the equation /(x) =g(x); find the solutions approximately, e.g., using

technology to graph the lunctions, make tables of values, or find successive approximations.

Include cases where/C) and/or g(x) are linear functions.

II Interpreti n z 1 uncti ons

Understand the concept of a function and use function notation

Understand that a function fl-cm one set (called the domain) to another set (called the range)

assigns to each element of the domain exactly one element of the range. If/is a ftmnction and x is an

clement of its domain, then 1(x) denoks the output of/corresponding to the input x. The graph off

is the graph of the equation v2. Use function notation, [and] evaluate functions for inputs in their domains.

Interpret functions that arise in applications in terms of the context

4. For a Function that models a relationship between two quantities, interpret key lëatures of graphs

and tables in terms of the quantities, and sketch graphs showing key features given a verbal

description of the relationship. Kçvfi’atun’.v inehicle: intereept’c; fund] inten’ils where the /1mellon

is increasing, deereavmg, positive, or neç’ativc.

Analyze functions using different representations

7. Graph functions expressed symbolically and show key fiatures of the graph, by hand in simple

cases and using technology for more complicated cases.

a. Graph linear jUnctions and show intercepts.

e. Graph exponential functions, showing intercepts and end behavior.

8. Write a function defined by an expression in different but equivalent fonns to reveal and explain

different properties of the fUnction.b. Use the properties of exponents to interpret expressions for exponential functions. For example,

identify percent rate of change mjuneuons such as y = (1.02) ‘. . = (0.97/, y (1.01) Ui =

(/.2,) (‘% and chissif’ them cmx n’pre.ccntmg cLrponen(uhl //imetions].

F-LE Linear, Quadratic, and Exponential Models

Construct and compare linear, quadratic, and exponential models and solve problems

I. Distinguish between situations that can be modeled with linear functions [and with exponential

tUnctionsi.a. Prove that linear functions grow by equal differences over equal intervals.

b. Recognize situations in which one quantity changes at a constant rate per unit interval relative

to another.

2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a

graph, a description of a relationship, or two input-output pairs (include reading these from a table).

Interpret expressions for functions in terms of the situation they model

5. Interpret the parameters in a linear or exponential function in terms of a context.

ACP Atgebra II Page 9

S—ID Interpreting Categorical and Ouantital ye Data

Suiiimarize, represent, and interpret data on a single count or nieasurenient variable

2. Use statistics appropriate to the shape ol the data distribution to compare center (median, mean)

and spread (interquartile range, standard deviation) of two or more different data sets.

3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for

possible efThcts ol extreme data points (outliers).

Summarize, represent, and interpret data on two categorical and quantitative variables

6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are

related.a. Fit a function to the data; use functions fitted to data to solve prolleins in the context of the

data.e. Fit a linear function for a scatter plot that suggests a linear association.

7. Interpret the slope (rate of change) and the intercept (constant term) ofa linear model in the context

o U the data,

Essential Questions

• flow can we use linear equations and linear inequalities to solve real—world problems?

• What is a solution set for a linear equation or linear inequality?

• What is a function?

• What is a linear f’unction?

• What are the different ways that linear functions may he represented?

• What is the significance of a linear function’s slope andy—intercept?

• I low may linear functions model real—world situations?

• What does the number of solutions (none, one or infinite) of a system of linear equations

represent?

• What characterizes exponential growth and decay?

Content (Scope and Sequence)

Determine if an equation is linear or exponential

Solve equations and inequalities

Evaluate expressions and junctions

Write algebraic expressions to represent verbal expressions and vice versa

Find the midpoint of the segment connecting two points

Find distance between two points

Write the equation of a line

Find thex andy intercepts of a line

Graph a linear equation

Solve systems of equations

Factor expressions

Calculate the mean, median, mode, and IQR of a given set of data

Determine if there are outliers in a given set of data

PerfOrm operations on polynomials

Simplify expressions using the laws of exponents


Instructional/Teaching Strategies

Brainstorming, Comprehension Questions based on instruction. Cuing Expected Behavior. Direct

Instruction, Discussion Groups. Encouraging Students to ClarilS’ & I xpand Ideas, Peer Modeling,

Question & Answer Sessions, Relbeusing Students, Research using Technology, Restating &

Rephrasing Key Concepts, Wait Time

Technology Competency StandardsI Creativity arid Innovation — Students demonstrate creative thinking, constniet knowledge, and

develop innovative products and processes using technology.

2. Communication and Collaboration — Students use digital media and environments to

communicate and work collaborati vely, including at a distance, to support individual learning

and contribute to the learning of others.

3. Research and In formation Fluency — Students apply digital tools to gather, evaluate, and use

in fbrmation.

4. Critical Thinking. Problem Solving, and Decision Making — Students use critical thinking skills

to plan and conduct research, manage projects, solve pathlems, and make inihimed decisions

using appropriate digital tools and resources,

5. Digital Citizenship — Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior.

Assured Experiences (Projects)

Summer Packet

Department Exam

Evaluation/Assessment Methods

Tests, Quizzes, Problem Sets, Homework

Time Allocation

Approximately 2 weeks

ACP Mgebra II Page 11

Unit One: Functions and Inverse Functions

Performance StandardsThe Pcrihnnancc Standards align with the Connecticut Core Standards for Mathematics.

II interpreting I ii nctioiis


7. Graph Functions expressed symbolically and show key 1i.atures oFthc graph, by hand iii simple


I,. Graph square root, cube root, and piecewise—clef ned functions, including step functions and

absolute value functions.

c. Graph polynomial junctions, identifying zerocs when suitable hictorizations are available, and

showing end behavior.

A-CED Creating Egualions


2. Create equations in two or more variables to represent relationships between dluantities graph


J:_Bli Building Functions

Build new functions from existing functions

3. Identify the efThct on the graph of replacing Jo by/C) + k, k/(x),j(kz), and fix + Ic) 11w specific

values ofk (both positive and negative); find the value ofk given the graphs. Hxperiment with

cases and illustrate an explanation of the effects on the graph using technology. Jiteluch

reeogncrng eveit and odd /ioietioits front then graphs and algL’hralc. c’.rpresswns /or i/win.

F-IF jm retina Functions

Interpret functions that arise in applications in terms of tile context

5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it

describes. For example. if the /hnethnz ‘o) givtcs tin number o/person—homw it takes to asstinbh’ n

engines in ajacton’, then the positive i11tc’gLrv would he cut appropriate c/oman; for the function. i


9. Compare properties of two functions each represented in a different way (algebraically,

graphicaliy, numerically in tables, or by verbal descriptions).

F-HF Building Functions

Build a function that models a relationship between two quantities

I. Write a function that describes a relationship between Iwo quantities.

c. Compose functions.

4. Find inverse functions.

a. Solve an equation of the form ftx) = c for a simple function f that has an inverse and write an

expression 11w the inverse.

h. Verify by composition that one function is the inverse of another.

c. Read values of an inverse function from a graph or a table, given Ihat the function has an

inverse.

d. Produce an invertible function from a non-invertible function by restricting the domain.


A—REF Rcasonin with Equations and Inequalities

Understand solving equations as a process of reasoning and explain the reasoning

2. Solve simple rational and radical equations in one variable, and give examples showing how

extraneous solutions may arise.

Essential Questions

• I low can we find the inverse of a function?

• How can we determine iCtwo functions are inverse functions?

• When is a piece-wise function useful?

• I-low can a graphing calculator be used to evaluate dilicrences between Functions?


Graph piece-wise functions

Graph the square root, cube root, absolute value and step functions

Find the inverse of a function

Test to see if two functions are inverse functions

Find intercepts

Find intervals of increase/decrease

Find relative maxima and minima (rely on graphing calculator For non—quadratic functions)

Discuss symmetry of a function

Discuss end behavior of a function

State domain and range

Function Composition

rransloni Functions


Brninstonning, Comprehension Questions based on instruction. Cuing Expected Behavior, Direct

Instruction, Discussion (iroups, Encouraging Students to ClariFy & Expand Ideas, Peer Modeling.



Technology Competency Standards

I. Creativity and Innovation — Students demonstrate creative thinking, construct knowledge, and



communicate and work collahoratively, including at a distance, to support individual learning


3. Research and lnlbmmtion Fluency — Students apply digital tools to gather, evaluate, and use

information.

4. Critical Thinking, Problem Solving, and Decision Making — Students use critical thinking skills

to plan and conduct research, manage projects, solve problems, and make inlhmicd decisions

using appropriate digital tools and resources.




Assu red Experiences (Projects)

Assured Questions

Evaluation/Assessment Methods

Tests, Quizzes, Problem Sets, Homework

Time Allocation

Approximately 4 weeks


Unit Two: Polynomial Functions

Performance StandardsThe Perliwmance Standards align with the Connecticut Core Standards (or Mathematics,

N-CN The Complex Number System

Perform arithmetic operations with complex numbers

• Know thcre is a complex number I such that 12 —l and every complex number has the form a + hi

with a and h real.

2. Use the relation P = —J and the commutative, ussocititive, and distributive properties to add,

subtract, and multiply complex numbers.

Use complex numbers in polynomial identities and equations.

7. Solve quadratic equations with real coefficients that have complex solutions.

8. Extend polynomial identities to the complex numbers, [‘or exaniph iewdtc’ x + 4 us (x + 21)

(x—2i.

A—RE I Reasoning with I quations and Inequalities

4. Solve quadratic equations in one variable.

b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the

square, the quadratic formula and flictoring as appropriate to the initial form of the equation.

Recognize when the quadratic lhnnula gives complex solutions and write them as ct±In [hr

real numbers a and h.

A-CFD atiijj’lçuatipis


I. Create equations and inequalities in one variable and use them to solve problems. Include

equations ansiiig/roin lmt’ar mid qzicuh’atiejiiiictioiis, and sunph’ rcztunial cinci expoiie,ituil

Jmictions.



F— IF Intereting Functions

interpret functions that arise in applications in terms of the context

4. For a function that models a relationship between two quantities. interpret key features of graphs

and tables in terms ol’thc quunthies, and sketch graphs showing key ibatures given a verbal

description of the relationship.


7. Graph Functions expressed symbolically and show key features of the graph. by hand in simple


c. Graph polynomial functions, identifying zeroes when suitable flictorizations are available, and

showing end behavior.

F—LE Linear. Ouadratic, and Exponential Models

Construct and compare linear, quadratic, and exponential models and solve problems

3. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a

quantity increasing linearly, quadratically, or (more generally) as a polynomial lunction.

ACPAgebra 1 Page 15

Essential Questions• flow do we apply quadratic equations to real— lifi situations?

• I low are litciors, zeroes and .v— intercepts ol a quadratic lunction related?

• What are the di lierent ways to solve a quadratic equtit ion?

• Flow do you determine the most efficient method 11w solving a quadratic equation?

Content (Scope and Sequence)Perlbrm operations on complex numbers

Solve quadratic equal ions

Determine the nature of the roots using the discriminant

Graph polynomial functions

Find the zeroes of’ polynomials functions

Find the intercepts of polynomial functions

Find intervals of’ increase/decrease of polynomial Functions

l:ind relative maxima and minima polynomial functions (using the calculator 11w non—quadratic

functions)

Discuss the end behavior of polynomial Functions

Complete the square


Brainstorming. Comprehension Questions based on instruction. Cuing Expected l3ehavior, Direct

Instruction, Discussion Groups. Encouraging Students to Clarify & Expand Ideas, l’eer Modeling,Question & Answer Sessions, Relbeusing Students, Research using Technology, Restating &



1. Creativity and Innovation — Students demonstrate creative thinking, constmet knowledge, and


2. Communication and Collaboration — Students use digital media and enviromnents to



3. Research and Information Fluency — Students apply digital tools to gather, evaluate, and use

inlhrmation.


to plan and conduct research, manage projects, solve problems, and make inl’ormed decisions




Assured Experiences (Projects)Assured Questions

Evaluation/Assessment MethodsTests, Quizzes, Problem Sets, Homework


Time AllocationApproxirnalely 6 weeks


Unit Three: Rational Expressions and Functions

Performance StandardsThe Perlbrmance Standards align with the Connecticut Core Standards br Mathematics.

A—Kill Reasoning with Equations and Ineq ia Ii ties

Understand solving equations as a process of reasoning and explain the reasoning

2. Solve simple rational and radical equations in one variable, and give examples showing howextraneous solutions may arise

Represent and solve equations and inequalities graphically

II. Explain why the x—eoordinatcs of the points where the graphs of the equationsv /(x) and v = g()

intersect arc the solutions of the equation 1(x) g(x); rod the solutions approximately, e.g., using

technology to graph the lbnctions, make tables of values, or find successive approximations.

Include cases where/(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential,

and logarithmic Functions.

A-SSF Seeing Structure in hxpressions

Interpret the structure of expressions

I. Interpret expressions that represent a quantity in terms of its context.

b. Interpret complicated expressions by viewing one or more of their parts as a single entity.

2 Use the structure of an expression to identil’ ways to rewrite it. For rxamph. see x4 —y4 as

(x2)1 —( ) thus recognizing i/as a di//erenee u/squares that eon he/iwtored as

(* —v )(x +v)

A—APR AriThmetic with Polynomials and Rational Expressions

Rewrite rational expressions

6. Rewrite simple rational expressions in different forms; write a(x)/h’x) in the lbrrn q() ±

where a(t), hfr, q’x), and r(x,) are polynomials with the degree ofr’x) less than the degree of b’x,l,

using inspection, long division, or, lhr the more complicated examples, a computer algebra system.

A-CED çgincrEuatijis


I. Create equations and inequalities in one variable and use them to solve problems. InelLldt

equations arising/ruin linear and quadra/k /unetions, and simple rational and exponential

Jhn c/ions.

3. Represent constraints by equations or inequalities, and by systems of equations and /or inequalities,

and interpret solutions as viable or non-viable options in a modeling context.

F- IF 1ntereting Functions


7. Graph functions expressed symbolically and show key features of the graph, by hand in simple

cases and using technology for more complicated eases.

F-BF Building Functions



3. ldcntif’ the effect on (lie graph ol replaemg fix) by/(v) A, k/(v),/(Lv), and fix I A) thu speci lie

values ol’ A (both positive and negative); find the value ofk given the graphs. lxperinwnt with

cases and illustrate an exp I anal ion of the e flbcts on the graph us lug technology. Include

n’cvgnizing CI’C’JI tuid acid /uI?c/IOPJS fmani (lieu’ ç’ivph.c and ddç’ehmciic cxpicw.vunis/vm them.

Essential Questions

• What are extraneous solutions and how do they arise?

• What is the elThcl of varying the pnniineLers a, Ii and k on the shape and position of

1(v) = u(x — h) + k ?

• What is the effect of varying the parameters a, Ii and k on the shape and position of

f[) = thc1 +k ?

• What is an asymptote and when they do occur?


Solve radical equations

Solve rational equations

Even and odd functions

Graph y = ±, v = and discuss the key features

Find the intersection of’ two functions using technology

Graph the solution set for a system of linear inequalilies


Brainstorning, Comprehension Questions based on instruction, Cuing Expected Behavior, Direct

Instruction, Discussion Groups, Lncouragmg Students to Clarif’ & ixpand Ideas, Peer Modeling,

Question & Answer Sessions. Refocusing Students, Research using Technology, Restating &



I. Creativity and Innovation — Students demonstrate creative thinking, construct knowledge, and

develop innovative products and processes using teclmology.

2. Communication and Collaboration — Students usc digital media and environments to



3. Research and Information Fluency— Students apply digital tools to gather, evaluate, and use

information.


to plan and conduct research, manage projects, solve problems, and make informed decisions






Evaluation/Assessment MethodsTests, Quizzes, Problem Sets, I lomework

Time AllocationApproximately 4 weeks


Unit Four: Trigonometric Functions

Performance StandardsThe Perf rmance Standards align with (he Connecticut Core Standards fhr Mathematics.

F- IF ThkreIInImstism


4. For a (‘unction that models a relationship between two quantities, interpret key features of graphs

and tables in terms ol’ the quantities, and sketch graphs showing key few tires given a verbal


Interpret l’unctions that arise in applications iii terms of the context

7. Graph junctions expressed symbolically and show key linitures of the graph, by hand in simple

cases and using technology lbr more complicated cases.

e. Graph exponential and logarithmic fi.mnetions, showing intercepts and end behavior, and

trigonometric Functions, showing period, midline, and amplitude.

F—HF IluikIl ng Functions

Build new functions front existing functions

3. ldentil’ the eflCet on the graph of replacing /(x) byj(x) + k, kf(x).f(kx). and/(x + k) for specilic

values ofk (both positive anti negative); lind the value ofk given the graphs. Experiment with

eases and illustrate an explanation of the elThets on the graph using technology. Inehule

recagniziig even and oddfiuilcti(flisfnflhl their graphs anti algebraic expressions/or 1/Win.

F—TF Trigonometric Functions

Extend the domain of trigonometric functions using the unit circle

I. Understand radian measure of an angle as the length of the arc on the unit circle subtended by the

angle.

2. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions

to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the

unit circle.

Model periodic phenomena with trigonometric functions

5. Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency.

and midline.

Prove and apply trigonometric identities

S. Prove the Pythagorean identity sin2(9)+cos2U) = 1 and use it to find sin(O), cos(9), or tan(O).

given sin(O). cos(O), or tan(O) and the quadrant of the angle.

A-CED Creating Equations




Essential Questions

• How do trigonometric functions help to model periodic phenomena?

• How are special right triangles used to find the values of trigonometric functions on the unit

circle?

• What is the difference between measuring an angle in degrees and radians?



C raph the sine, cosine and Ut ngen E hind ions

Find the intercepts of the trigonometric grttplis

Finch the intervals ol increase and decrease br the trigonometric graphs

Find the relative maxima and m nima ol the lngonoiuetnc graphs

lmd the symmetry ol the trigonometric graphs

Find the periodicity of the trigonometric graphs

Find the midline of the trigonometric graphs

Find the amplitude o I’ the trigonometric graphs

Translate between degrees and radians

Use right triangle to calculate the trigonometric junctions of angles on the unit circle

Introduce sin2 0+ cos 0 =

Apply trigonometry to rcal- Ijib situations


Brainstorming, Comprehension Questions based on instruction. Cuing lixpected Behavior, Direct

Instruction, Discussion (iroups, Fncouraging Students to Claril3z & Fxpancl Ideas, Peer Modeling,




1. Creativity and Innovation — Students demonstrate creative thinking, construct knowledge, and



communicate and work collaboratively, including at a distance, to support individual learning


3. Research and Information Fluency— Students apply digital tools to gather, evaluate, and use

intormal ion.


to plan and conduct research, manage projects, solve problems, and make inftnmcd decisions








Unit Five: Exponential and Logarithmic Functions

Performance StandardsThe Perlbnuance Standards align with the Connecticut Core Standards (1w Mathematics.

F-IF

Interpret functions that arise in applications in terms of the context

4. lor a junction that models a relationship between Iwo quantities. interpret key leafures ol graphs

and tables in terms of ihe quantities, and sketch graphs showing key features given a verbal



7. Graph functions expressed symbolically and show key fiatures of the graph, by hand in simple

cases and using technology lbr more complicated cases.

e. Graph exponential and loarithinic functions, showing intercepts and end behavior, andtrigonometric functions, showing period, midline, and amplitude.

K Write a function defined by an expression in dilierent but equivalent Ib!ms to reveal and explain

different properties of the function.

b. Use the properties of exponents to interpret expressions for exponential l’unetions,

A-SSE Seeinl Structure in Expressions

Interpret the structure of expressions

I. Interpret expressions that represent a quantity in terms of its context.

b. Interpret complicated expressions by viewing one or more of their parts as a single entity.

Write expressions in equivalent forms to solve problems

4. Derive the fiwrnula for the sum of a finite geometric series (when the common ratio is not I), and

use the ihrmula to solve problems.

A-CED Creatint Equations


1. Create equations and inequalities in one variable and use them to solve problems. Include

equations arising from hncarfiuutions.



F-BF Building Functions

Build a function that models a relationship between two quantities

1. Write a function that describes a relationship between two quantities.

h. Combine standard function types using arithmetic operations. bar example, build (ifUllet/0??

tutu mode/c 1/ic’ tempera/tire of a cooling body by adding a eons/ant Juneflon to a decaying

ctjnhllL1itUhl ciiul i’elate these fiuzetions to the model.


3. Identify the effect on the graph of replacing fix) by /(x) + A, kfix),j(kr), and j(x + A) for speeific

values ui/c (both positive and negative); find the value oi’k given the graphs. Experiment with

cases and illustrate an explanation of the effects on the graph using teelmology. Include

recognizing even titid odd functions from theW graphs find a/gehrtiic eXpfl’SsiOfls/(fl’ them.


A—RE! Reasoning with Equations and Inequalities

Represent and solve eq nations and inequalities graphically

I . I xplai n why the v—coordinates of the poi ills where the graphs 01. the equations ‘ =/(i) and p c’Cv)

intersect are the solutions of the equation /(x) = g(x); find the solutions approximately, e.g., using

technology to graph the lunctions, make tables of values, or find successive approximations.

Include cases where/(x) and/or ‘C) are linear, polynomial, rational, absolute value, exponential.

a rid logarithmic hi net ions.

FLl Linear. uadrat ic, and Exponential Models

Coiistruct and compare linear, quadratic, and exponential models and solve problems

4. For exponential models, express as a logarithm the solution to = d where a, c, and il are

numbers and the base I’ is 2, 1 0, or c; evaluate the logarithm using lechnology.

Essential Question

1-low do exponential and logarithmic model real—world prol,lcms?

Content (Scope and Sequence)Evaluate logarithms

Express exponenlial equalions as logarithms

Express logarithms as exponential equations

Graph exponential growth and decay

Find the intercepts of exponential and logarithmic graphs

Find the intervals of increase and decrease of exponential and logarithmic graphs

Discuss the end behavior of exponential and logarithmic graphs


Brainstorming, Comprehension Questions based on instruction. Cuing Expected Behavior, Direct

Inslrnction, Discussion Groups. Encouraging Students to Claril’ & Expand Ideas. Peer Modeling,

Question & Answer Sessions, Refocusing Students, Research using Technology, Restating &



I. Creativity and Innovation Students demonstrate creative thinking, construct knowledge. and


2. Communication and Collaboration Students use digital media and environments to


and contribute to the learning olothers.

3. Research and lnfiwmation Fluency — Students apply digital tools to gather, evaluate, and use

information.


to plan and conduct research, manage projects, solve problems, and make inlbrmed decisions


5. Digital Citizenship Swdents understand human, cultural, and societal issues related to






ACP Algebra IIPage 25

Unit Six: Inferential Statistics

Performance Standards

The Performance Standards align with the Connecticut Core Standards for Mathematics.

S—ID Interpreting Categorical and Ouanth.itive Data

Summarize, represent, aiid interpret data on a single con vi or measurement variable

4. Use the mean and standard deviation ofa data set to fit it to a normal distribution and to estimate

population percentages. Recognize that there tire data sets for which such a procedure is not

appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

S-IC Making Inferences and Justifying Conclusions

Understand and evaluate random processes underlying statistical experiments

I. Understand statistics as a process for making inferences about population parameters l,ased on a

random sample from that population.

2. Decide ifa specified model is consistent with results from a given data—generating process, e.g..

using simulation. For example, a nioch’l scii’s a .silil?i?B,’ Coin faITh heads lip with piohahiht3’ 0.5.

Would a resnlt u/S tails iii a iou’ cause you to question the model?

Make inferences and justify conclusions from sample surveys, experiments, and observational

studies

3. Recognize the purposes of and di [Threnees among sample surveys, experiments, and observational

studies; explain how randomization relates to each.

4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of

error through the use of simulation models for random sampling.

5. Use data from a randomized experiment to compare two treatments; use simulations to decide if

di lThrenees between parameters are significant.

6. Evaluate reports based on data.

Essential Questions

• low are measures of central tendency different from standard deviation?

• What are key characteristics of a normal distribution?

• Why is random sampling of a population done?

• How can an unbiased sample or an unbiased survey he conducted?

• How does the mean orsample compare to the mean of a population?


Calculate standard deviation (with the graphing calculator)

Estimate population percentages for normal distributions

Recognize when it is appropriate to use a normal distribution

Develop margin of error

Compare treatment groups

Use simulations to make decisions

ACP Algebra 1Page 26

I nstructional[[eaching Strategies

l3rainswrming, Comprehension Questions based on instruction, Cuing I xpecled Behavior, Direct

Instruction, Discussion Groups. Encouraging Students to Clarify & Expand Ideas, Peer Modeling,

Question & Answer Sessions, Relbcusing Students, Research using leehnology, Restating &

Rephrasing Key Concepts. Wait Time


I Creativity and Innovation — Students demonstrate creative thinking, construct knowledge, and



communicate and work eollaborati vely, i nd tiding at a ti istanee, to support individual learning

and contribute to the learning o C others.

3. Research and Information Fluency — Students apply digital tools to gather, evaluate, and use

information.

4. Critical Thinking. Problem Solving, and Decision Making — Students use critical thinking skills

to plan and conduct research, manage projects, solve problems, and make inlbrrned decisions



Ieehnology and practice legal and ethical behavior.


Evaluation/Assessment MethodsTests, Quizzes. Problem Sets, I lomework



COURSE CREDIT

One credit in Mathematics

One class period (In H y 11w a hill year

Level: Advanced College Preparatory

PREREQUISITES

Grade of C or better in Algebra course 2014, grade of C or betler in Geometry course 2024, and

teacher recommendation.

TEXT

Algdnv 2, Glencoe/McGraw 111111,2003

SUPPLEMENTARY MATERIALS/RESOURCES/TEChNOLOGY

A graphing calculator will he used extensively throughout class and is required lhr ACI Algebra.

CURRENT REFERENCES

Common Core State Standards - Mathematics


Trumbull I ugh School

Core Values and Beliefs Statement

The Trumbull High School Community, which engages in an environment conducive to

learning, believes that all students will READ and WRITE EFFECTIVELY, therefore

communicating in an articulate and coherent manner. All students will participate in

activities that address PROBLEM-SOLVING THROUGH CRITICAL THINKING.

Students will use TECHNOLOGY as a tool in DECISION MAKING. We believe that

by Ibstering sd l’-conlidence, sd C-directed and student-centered activities, we will

encourage INDEPENDENT THINKING AND LEARNING. We believe ETHICAL

CONDUCT to be paramount in sustaining our welcoming school climate.

Syllabus/Course Description

Course Name: Algebra II

Course Level: Advanced College Prep Catalog #: 2034

Prerequisites:

Grade of C or better in Algebra course 2014, grade of C or better in Geometry course 2024 and teacher

recommendation,

General Description of Course Content:

Algebra Ills designed to develop the eight standards of mathematical practices in students. Algebra II

includes the study of functions and inverse functions, the analysis and building of functions,

polynomials, complex numbers anti analyzing ftmctions using different representations, rational

expressions and functions, with a focus on explaining reasoning, trigonometric functions, exponential

and logarithmic lbnctions, with an emphasis on constructing and comparing linear, quadratic and

exponential models. This course concludes with a brief look at statistics. A graphing calculator is

required tbr this course.

Assessment:

Students are evaluated by their performance on teacher and textbook produced tests and quizzes,

departmental midyear and linal exams.

Text and Supplementary Materials:

I). Alebnt 2; Gleneoe McGraw Hill

2). Teacher-prepared worksheets

3). Graphing calculators


Rubric 2: Writes Effectively

RUBRICS

(a C egor/ E xciii pin ry ( nal Vo r ki rig 1o v a rd ( o a I N ted Support

Wright 4 3 2 1-0

Sindrut wi,rk: Simirot work: Sinilent work: Stndrnl work:

Piiqsse • lst;il)ljsllcs nil • IsliblisIwN iii • I :t.hIkl a • I )ocs sot etiblisis

lIlailitailis a dci: ill:iil)i,iiib .1 pIi9X)Sc. jiUnsIse. clear jliifllOSC.

P U rpo SC.

x______• I )eisii )nstra tes an • Dens no sIn it es: in • 1)eino is si nit es a is • I )eino is stra us

iiisiilitIiii icetir;itc iiwtIruilCss nt ;iW;iiuilcss iii Iii,siicil/iio

unclersiaritloig ni ititlicrice and t,isk. itidieciec and task. ;iw.lrcIIe’s ut

IlIdICnCL’Wld i5k audieiiee intl (ask.

Org;,oiz;ilioii • Relleels .siphislieaied • Rcllccsoreilli/,,liIlIs • Reflects slime • jteilecis lilile/ilis

tirgilli/al Ion (lirtluglltlut. ilrg.iiii,.itloii orgiiic.iIioii.

I I irotigli nIh tint i uglinu

• l)ensiiiistniIes logical • i)enn,nsiitles hicical • Dcnii,osIratts lIsiLieal • Licks logical

pRigrcSiOiI iii ideis. irogresslill iii ideas. pnigresslon ol aleis progression tit idis.it tunes

• Plaintains a cicar • Main(iins a thetis. • Maiiitiiitis a vague • Maiii(aiiis little/no

toeu s. iticus. lOCuS.

• LJ(ihzcs citijetivu • Utili.es transitnius. • May utilize some

tflhiiSttl(ihl.S. iitlicetivc • l.)hilitcs iiieuiccl,ve

irhlisItithls. or liii IlilIshhItilts.

( otilent • is icenrale. explicit. • is icctiriie nid • May eonlioi sonic • is iiiieetirile and

uiti vivid. reievant. lhtIccurleles. unclear.

X • Exliihiis ideas that are • Exhibits ideas iliaC are • Exhibits ideas that ire • Exhibits iiiiii ed/no

highly developed nid devebiped and palilly supported ideas supixireil by

eiihiiiiecxl by stittitie supçxirld by details hiy thet,ils and shseeltie delois

detils tisil exaiiiples. iiitl exiiaples. esoit1’ics. etniijiles.

Use oh • Dcnsi,nsinites excellent • Deinonstn,tes • Demonstrates use ot • Demonstrates limited

Luiuutgeuse ut itiguage. ciinijieteiit USC iii lihigLiage. eiilhilicteiicy iii USC ol

language. language.

• I )emiinstrates a highlyefleei pee use iii • Deinonslrates • Demonstrates use of • Deini,nstrales I united

stiridarti wrung that elt.etmve Use of stImulant writing use citstiriclinl

X enhances smandurd vOthng conventions. wriumig eunventitmns.

CII mliii) UI) Cat tm. Cl III VeIlt 005.

• Contains few or itt, • Contains few errors. • Contains errors that • Contains errors that

errors. Errors do not Most errors dii not detract from meaning. make ltd iffleul t to

detract from meaning, detract ilont meaning. determine meaning.

ACP Algebra ii Page 30

Rub ii c 3 — P rob lent S ol viii g tb ro ugh Cr1 t lea I ‘Fit inking

‘ Cal cgorv/ VeIgli I F xeiiip Ian’ ( o:iI Wor k i ii rots a rd Coal Nerds Sup port

4 3 2 I-U

Undcistandini Stuileiji denninsti-ales Student denitiristrates .Sludcnl dt_iiionsli-ales smite Student denii,nsiratcs

‘<clear umlers;nitliiig of sutficierit understanding iii the Innited iir Hi

———

— lie prohleni nut tie undersi;iiitliiw ii lie pnihlein l,uf icqiin’us iindeisi;iiitlmg ollhe

cciiii:,Iexities cit the ask. pnihleni nut 10051 cl ass,st,iriee to coniplete the lnntlaiiienlal prihleiii

lie eciinplexit:cs cit task. utter issistaiice with

the task, lire risk.

Research Student gathers Student gathers Student gathers sonic Student gathers limited

x compelloig inliiriniilin stilticient inlormatum inhirmalion ti—tint kw or no oilbrniiititin.

twin multiple sources front ninitiple sources scitireru meludtrig digital.

inehtuling iligil,il, pL incinihing digital. nttL oid i;iteqcistiiiaI.

oid interpcrsciiial. riot. 11151

ill terpe rsi ma I -

l<e;isonirig md Student tlemi,nstn,res Student tlepnonsir;iles Sludent mleriionsir,iles si,ine Student tlepaonsir.iies

Strategies strong criiicil tlnnking sulficient critical critical thinking skills 10 hioiiled or nil critical

skills to developa tltinknig skills Ii, develop a plan integrating (looking skills and 110

comprehensive plan develop a cohesive some sirilegie5 plan.

integrating multiple plan ililegralilig

str,ie2ies. stflitegics.

Ftnal Product Smilutiori shows deep Soloiicin shows Solution shows sonic Solution shows lilililed

midor nridersuiiitlirig ot’ih,e suhicient initlerstmnsling nt’llie or nil undersiantling ol

I’resentiition piallIeli mud its underst.oidmg ci tire priuhleni irxl its lire ,isihleni nit! its

x conipuindnts. problem 11111 its ennilicinents. conuponents.

eo i apt ni en Is.

Solution shows extensive Solution shows Solution shows slime use of Soluiion shows- muted- suttieicnt usci of 21st

Lise ol — I st C ecilan’ -

21st C eniurv lee:nniloev trio use ii! 2it

leeltitokigy Skills. ( eiituiy leelmtilogy Skills. — (cinuiiy l’echnologySkills. Skills.


Rubric 5: Independent Learners and Thinkers

CategoryAVeiglul Exemplary Coal Working Toward Needs Support

4 3 (;onl i—u7

l’rol)osal Student Student Student Student demonstraicsdemOnstrates a demonstrates demonstrates some limited or no inili;itive

A siRing SCi1SC of initiative by initiative by by generating lew

in it i at ye by generating general i ng quest oils and ereat imig

generating ippropri ale quest ions, creating projects/work.

compel I ng qtiestinns, creal ng approp ri ale

questions, creating original projects/work.

uniquely original proiects/work.

prniects/work.

Independent Student is analytical, Student is analytical, Student reaches a Student is unable toResearch & insightftml, and works and works solution with reach a solutionDevelopment independently to productively to direction, without consistent

reach a solution. reach a solution. assistance.A

Presentation of Presentation shows Presentation shows Presentation shows Presentation showsFinished Product compelling evidence clear evidence of an sonic evidence it’ an I imited or no evidence

ut an independent independent learner irntependent learner of an independentA learner and thinker, and thinker. amid thinker, learner and thinker.

Solution shows deep Solution shows Solution shows Solution shows limitedWill erstand ii g of t he ad ect uate some u nde i-st and i Pg or 110 u ide stan cliii g ofproblem and its understanding ol’ the of the pioblem and the problem.components. problem and its its components.

components.

. - . Solution shows limitedSolution shows Solution shows Solution shows

- or no application ofextensive and adequate application soeapplieatm ot

710 Century Skills.appropriate of 21 Century 21 Century Skills.application Of 21 sI

Skills.Century Skills.



Report to the I oa rd oil ducai ionRegular Meet ing _Npyther 10, 2015 Dr. lktdd

gçnda_hem _U!MJ ApproyaL _Currieulunitidcs.liclbre any new curriculum is approved lhr inclusion iii the‘l’ruinhull Public Schools program of studies, the CurriculumSubcomm ttee of’ the 1 ba id of I iducat ion reviews ts content andappropriateness. ‘[his Subcommittee, consist lug of Boardmembers Rosemary Seaman, Joseph Peddle, and Michael Ward,under the coordination of’ Jonathan S. lbudd, Ph.D., Director ofCurriculum, Instruction, & Assessments, then make theirreeoiumeiidati 011 to the flail Board.

The Hoard of Education is being asked to adopt six new/revisedStrings curriculum guides for use in the Music Department in theelementary schools, middle schools, and high school.

(I. IJ(Ill(Ilt(I,3’ .S’trings Year One is an elective course open toall students in third, fourth, or fifth grade. The courseprovides the tools a student needs to gain basic proficiencyat playing a stringed instrument, reading musical notation,and interacting musically in an orchestra.

1,. Elenu’ntan’ Strings Year Two elective course open toall students who have met the requirements of Year OneStrings. This course provides the tools a student needs tomove beyond basic proficiency at playing a stringedinstrument. In the second year, there is increased lhcus onplaying more expressively through the use of variousdynamics and articulations.

e. Ele,nentan’ Strings — Year Three is an elective course opento all students who have met the requirements of Year IwoStrings. Students continue building their ability to readmusical notation and interact musically in an orchestra.

(L Beginning String.v — Grade 6 is an elective course that fallsunder the Unitied Arts label. The course is far students whowant to learn how to play violin, viola, cello, or siring bass.Students are taught to use correct plying position and how tohold the how and how to care for and maintain theirinstruments. Musical literacy are also emphasized.

e. Strings — Intermediate Level, Gradcc 6, 7, 8 is an electivecourse that falls under the Unified Arts label. Studentsexcelling at the 6”—grade entry level or beginner levelparticipate in the higher-level curriculujit More advancedinstrumental and orchestral techniques are taught throughlarge and small groups, heterogeneous groupings, andperformance activities.

f Orchestra/Strings is an elective course open to any ninth,tenth, eleventh, or twelfth grade violin, viola, cello, or bassstudents who want to continue learning and refiningtechnical skills and musical expression. Students continue todevelop their individual skills, learning to play moreadvanced repertoire arid utilizing more advanced articulationand expressive techniques.

Reconhiicftdaj on: Ap,rove 11w following Curriculum Guides:

Llet;zc’,ihir;’ Strings — Year One

Llet,n’,itatT 1Sfrings — Year OneEh?nuntary 5’/uiiiçv Yea,’ One

Thginni,n,’ Strings — (h-ade 6

Strings Jtit(’?flle(lUht(’ Levc ‘I, Grades 6, 7, 8

On lu strn/Strings’

Insert Strings Curriculum Guides Here

TRUMBULL PUBLiC SCHOOLSTRUMBULL, CT

Report to the Board of EducationReularMeetim—November 10. 2015 Dr. Budd

4geuda Item— 111-13 approval/New CoursesBefore any new course is approved for inclusion in the TrumbullPublic Schools program of studies, the Curriculum Subcommitteeof the Board of Education reviews its content and appropriateness.This subcommittee, consisting of Board members RosemarySeaman, Joseph Peddle, and Michael Ward, under thecoordination of Jonathan S. Budd, Ph.D., Director of Curriculum,Instruction, & Assessments, then make their recommendation tothe full Board.

The Board of Education is being asked to adopt four new coursesfor inclusion in the 2016-17 TrumbuLl High School Program ofStudies, as noted below. Should sufficient interest for any courseexist, a draft f&pilot curriculum guide would be developed overthe summer of 2016.

1. Advanced Placement Studio Art is a full-year, I credit courseoffered to students in grade 12. This course addresses threemajor constants in the teaching of art: (1) to develop a sense ofquality in a student’s work; (2) to develop the student’sconcentration on a particular visual interest or problem; and(3) to meet the student’s need for breadth of experience in theformal, technical, and expressive means of thc artist. Each APStudio Art student will submit a portfolio for evaluation at theend of the school ycar, choosing from one of three distinctportfolio options: 2-D Design, 3-D Design, or Drawing.Advanced Placement Studio An will provide an opportunityfor students to pursue and receive credit for college-levelcoursework.

2. AdvancedPlacementMusic Theory is a full-year, one-creditcourse offered to students in wades Ii and 12. The course isdesigned to develop a student’s ability to recoguize,understand, and describe the basic materials and processes ofmusic that are heard or represented in a score. These abilitieswill be developed through various listening, performance,written, creative, and analytical exercises. The course willprovide a solid foundation in interval identification, scalestructures, rhythmic patterns, and terminology. The coursewill provide an opportunity for students to pursue and receivecredit for college-level coursework.

3. Advanced Placement United States Government and Politics isa half-year, .5 credit course offered to students in gradcs 11and 12. The course will introduce students to key politicalideas, institutions, policies, interactions, roles, and behaviorsthat characterize the political culture of the United States.Students will explore general concepts used to interpret topicsrelated to the U.S. government and will examine the variousinstitutions, groups, beliefs, and ideas that comprise Americanpolitics. Advanced Placement United States Government andPolities will provide an opportunity for students to pursue andreceive credit for college-level coursework.

TRUMBULL PUBLIC SCHOOLSNEW COURSE PROPOSAL PROCESS

Name of Course: Advanced Placement Studio Art

Grade Level: 12

Department: Art

Length and Credit: ftll year. 1.0 credit

Prerequisites: Completion of Iwo mt courses at the high school level


General Description:Advanced Placement Studio An will provide an opportunity for students to pursue and receive credit forcollege-level coursework. Each AP Studio Art student will submit a portfolio fir evaluation at the end ofthe school year, choosing from one of three distinct portfolio options: 2-D Design. 3-D Design, orDrawing. The portthlios are designed tar students to demonstrate the artistic skills and ideas they havedeveloped, refined, and applied while keeping in mind that the quality and breadth of the work shouldreflect first-year college-level standards. This course addresses three major constants in the teaching ofall: (l)to develop a sense of quality in a student’s work; (2)to develop the student’s concentration on aparticular visual interest or problem; and (3) to meet the student’s need for breadth of experience in theformal, technical, and expressive mcans of the artist.

Rationale:Current Trumbull High School offerings do not include Advanced Placement Studio Art, a course weanticipate will meet the needs of students talented in the visual arts and in many cases interested inpurstIing studio ait in college and career.

Resources Needed:• Teacher training in Advanced Placement methods, scope and sequence

• Studio ad supplies to support student portfolio needs

Submitted by: Marc Guarino. Trumbull High School Principal

4-&cipal/Desi

ntiL14icDirector o/Curriculum

I

ROE Meniber

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Reviewed by: id (-o fir

— /t/)/oj—

Date

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ROE Memb1er,

PA’Date

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Date

Department: Music


Prerequisites: None, although it is recommended that the student

skills in voice or on an instrumenthave acquired at least basic pertbnnance

General Description:Advanced Placement Music Theory will provide an opportunity for students to pursue and receive credit

fhr college-level coursework. AP Music Theory is designed to develop a student’s ability to recognize,

understand, and describe the basic materials and processes of music that are heard or represented in a

score- These abilities will he developed through various listening, pcrformance. written, creative, and

analytical exercises. Students will gain advanced knowledge of music theory, increased sightsinging

ability, ear training, and composition. The course will provide a solid foundation in inten’al identification.

scale structures, rhythmic patterns, and terminology.

Rationale:CuITcnt Trumbull High School offcrings do not include Advanced Placement Music Theory, a course we

anticipate will meet the needs of students talented in the musical arts and in many cases interested in

pursuing music in college and career.

Resources Needed:• I’eacher training in Advanced Placement methods, scope and sequence

• Music theory textbook to support College Board Advanced Placement guidelines

Submitted by: Marc Guarino, Trumbull High School Principal

UAA dtflLJ&

/ — Director ot’tu,rncu1um

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it•lieJ( CWoJBQF M’ember

BQEMemb

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Date

Date /

/

Date

Name of Course: Advanced Placement Music Theory

Grade Level: 11-12


Length and Credit: full year, 1.0 credit

Reviewed by: °

TRUMBULL PUBLIC SChOOLSNEW COURSE PROPOSAL PROCESS


Name of Course: Advanced Placement United States Government and Politics

Grade Level: 11-12

Department: Social Studies

Length and Credit: half year, 0.5 credit

Prerequisites: None

General Description:Advanced Placement United States Government and Politics will provide an opportunity for students to

pursue and receive credit for college-level coursework. AP U.S. Government and Politics will introduce

students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the

political culture of the United States. The course will examine politically significant concepts and themes,

through which students will learn to apply disciplinary reasoning, assess causes and consequences of

political events, and interpret data to develop evidence-based arguments. Students will explore general

conecpts used to interpret topics related to the U.S. government and will examine the various institutions,

oups, beliefs, and ideas that comprise American politics. Additionally, they will develop their college-

readiness skills in reading, writing, speaking, and listening.

Rationale:Current Trumbull I-kgb School of icrmgs do not include Advanced Placement United States Government and

Politics, a course we anticipate will meet the needs of students interested in the social studies and in many

cases interested in pursuing government or political science in colleuc and career. Additionally, Trumbull’s

rich history of government and civic life will provide an invaluable local context for course study.


• Textbook and/or other resources to support College Board Advanced Placement guidelines

Reviewedby: to (3’S1Date

Dte

Date

Date

Date

Submitted by: Marc Guarino, Trumbull I ligh School Principal



Name of Course: Advanced Placement Comparative Government and Politics

Grade Level: 11-12

Department: Social Studies

Length and Credit: half year, 0.5 credit

Prerequisites: None

General Description:Advanced Placement Comparative Government and Politics will provide an opportunity for students to pursue

and receive ercdit for college-level coursework. AT’ Comparative Govenunent and Politics is designed to

develop students’ understanding uNiverse political structures outside of the United States. This course will use

a comparative approach to examine political structures, policies, and the political, economic, and social

challenges within and among six countries (Great Britain, Mexico, Russia, Iran. China, and Nigeria). Students

will examine how diffcrent governments solve similar problems by comparing the effectiveness of approaches

to many global issues, and will develop their college-readiness skills in reading, writing. speaking. and

listening.

Rationale:Current Trumbull High School offerings do not include Advanced Placement Comparative Government and

Polities, a course we anticipate will meet the needs of students interested in the social studies and in many cases

interested in pursuing government, political science, or international relations in collcgc and career.


• Textbook and/or other resources to support College Board Advanced Placement guidelines

Submitted by: Mare Guanno. Trumbull High School Principal

Reviewed by: ( / 3o /,sDat

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Revised 10/15


Report to the Board ol Education

Regular Meeting — November 10, 20I5 Mrs. I Ierbst

Agenda Item - IV—A Approval/Minutes of Trumbull Board of

Education Executive Session of February 3, 2015

Recommendation: Approve the minutes of the above notedsession.

Minutes of February 3.2015 Executive Session

Trumbull Board of Education

Ms’.u1hrLp n’Sejlt:

U. Herbst, ChairpersonL. Chory, Vice ChairpersonJ{. Seaman, Secretary

J. Donofrio, Hoard MemberS. LaFrance, Hoard Member

J. Peddle, Hoard MemberM. Ward, Board Member

The Trumbull Board of Education meeting olFebruary 3,2015 included an

Executive Session that began at H:04 p.m. with the following invitees: Dr. Cialfi,

Superintendent: Dr. McGrath, Assistant Superintendent; Mr. O’Keefe, Ilusiness

Administrator; and First Selectman Timothy Herhst. The focus of the Executive Session

was to discuss the feasibility of moving the Trumbull Youth Association (TTh) program

from the Town of Trumbull to the Board of Education’s Continuing Education, under the

supervision of the Continuing Education Director. The discussion included an overview of

the management issues related to the TYA theater production and the significant impact on

the Continuing Education Director (i.e., fiscal obligations and supervision of students). The

responsibilities and capacity of the Continuing Education Director was discussed. The

session ended at 8:413 p.m.

TRUMBULL l’UBLIC SCHOOLSTRUMBULL, CONNECTICUT

Report to the Board of EducationRegular Meeting- November 10, 2015 Dr. Cia] Ii, Mr. Edwards, Mr. Seerbo, Ms. Rizza

Agenda Item IV—I3 Tn—State Consortium Perfimuanee Fluxed

Assessment (iallerx’ Walk — Trumbull 11gb School

Represented at Manhattanville College. Purchase. NY

A dynamic TI-IS Perftwmance Based AssessmentProject was featured in the Td-State ConsortiumConference held at Manhattanville College. Purchase,NY,on October 15, 2015. The project. “Using thePast to Design lbr the Present,” was created by TI ISteachers Daniel Cohurn, Anne Rizza, MatthewSeerho, and Rebecca Trzaski.

These teachers, along with several other TrumbullPublic School middle and elementary school teachershave been trained in developing high quaLityPerformance Assessment Design Initiative (PADI)projects. The training has strengthened our AssuredPerfOrmance Based Assessment (APBA) modelwhich has been cited by the Tn—State Consortium as asystemic Trumbull hallmark initiative.

The project presented this evening is an example ofhow performance based learning drives theapplication of students’ content knowledge and skillsincluding critical and creative thinking. effectivecommumcaflon and meaningftl collaboration.Outcomes are measured as indicated in keycomponents of the Tn-Slate evaluation process (i.e.,utilization of multiple assessment data).

Recommendation: Review and discuss.

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11/6/2015

Using the Past to Designfor the Present

PADI GOAL — Design Performance Assessmentsaround the knowledge, skills and dispositions thatdesigners believe would most benefit student learning.

In order to promote their understanding that research andexperimentation influences decision making, studentsengaged in:

Research regarding Elements of Neoclassical Architecture

Consideration of Social and Cultural Implications and

Applications• Scientific Investigations and Material Analysis

• Engineering Design and Modeling DOD’LJU.LLCSChft ltnon...

• Mathematical Modeling Lreatc

• Environmental and Cost Considerations 1 X)N 1W \(I

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An interdisciplinary assessment that involved 9?? grade

English, History. Mathematics and Science students, Using

design elements from neo classical architecture, material

analysis and mathematical modeling, students designed a

structure to be constructed on municipal property. The

students incorporated Greco-Roman design elements to

convey their ideas about the culture and values of the

Trumbull community

--

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11/6/2015

4

Alignment - Assessments are aligned toidentified standards and outcomes.*From Common Core Standards for Mathematics

— CCSS HSG-MG.A.3 — Apply geometric methods to solve design problems (e.g.. designingan object or structure to satisfy physical constraints or minimize cost; working withtypographic grid systems based on ratios).

- CCSS MATH PRACTICE MP4 — Mathematically proficient students can apply themathematics they know to solve problems arising in everyday life, society, and theworkplace. Mathematically proficient students who can apply what they know arecomfortable making assumptions and approximations to simplify a complicated situation.realizing that these may need revision later. They are able to identify important quantitiesin a practical situation and map their relationships using such tools as diagrams, two-waytables, graphs, flowcharts and formulas. They can analyze those relationshipsmathematically to draw conclusions. They routinely interpret their mathematical results Inthe context of the situation and reflect on whether the results make sense, possiblyimproving the model if it has not served its purpose.

— CCSS MATH PRACTICE MP6— Mathematically proficient students try to communicateprecisely to others. They try to use clear definitions in discussion with others and in theirown reasoning. They state the meaning of the symbols they choose, including using theequal sign consistently and appropriately, They are careful about specifying units ofmeasure, and labeling axes to clarify the correspondence w,th quantities in a problem.They calculate accurately and efficiently, express numerical answers with a degree ofprecision appropriately for the problem context.

Alignment - Assessments are aligned toidentified standards and outcomes.*From the Next Generation Science Standards —

Constructing Explanations and Designing Solutions

• Apply scientific principles and evidence to provide an explanation ofphenomena and solve design problems. (HS-PSI-5)

• Define a solution to a complex real-world problem, based on scientificknowledge, student-generated sources of evidence, prioritized criteria,and tradeoff considerations. (HS-PS1-6)

When evaluating solutions, it is important to take into account a rangeof constraints, including cost, safety, reliability, and aesthetics, and toconsider social, cultural, and environmental impacts. (HS-ETS1-3)

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Sco. i-nj C neria - Usi’iq (ho Post to Design for tho Fulurn

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Using the Past to Design for the PresentEssential Question: How do research and experimentation

influence decision making?Focus Idea: How does the past inform the present?

Grade level: 9h grade School: Trumbull High School, Trumbull, ConnecticutTeam Members: Anne Rizza, Rebecca Trzaski, Matthew Scerbo, and Daniel Coburn

This assessment is an interdisciplinary project that involves gt[ grade English,History, Mathematics and Science students. Using design elements from classicalarchitecture, material analysis and mathematical modeling, students design a structureand submit a proposal for that structure to be constructed on municipal property. Thestudents incorporate neoclassical design elements to convey their ideas about theculture and values of their community. A panel of faculty and private engineers willselect three (3) proposals, based on the established criteria, that will be presented to amock committee comprised of members of the Trumbull Planning and Zoningcommission and Engineering Department. Students engage in research, scientificinvestigations, modeling and engineering design in order to promote their understandingthat research and experimentation influences decision making.

if

Using the Past to Design for the PresentTrumbull High School

Alignment - Standards and Outcomes.

Common Core Standards for LiteracyCCSS W.9-1O.1 — Write arguments to support claims in an analysis of substantive topicsor texts, using valid reasoning and relevant and sufficient evidence.CCSS W.9-1O.8 — Gather relevant information from multiple authoritative print and digitalsources, using advanced searches effectively; assess the usefulness of each source inanswering the research question; integrate information into the text selectively tomaintain the flow of ideas, avoiding plagiarism and following a standard format forcitation.

Common Core Standards for Mathematics

CCSS HSG-MG.A.3 — Apply geometric methods to solve design problems (e.g.,designing an object or structure to satisfy physical constraints or minimize cost; workingwith typographic grid systems based on ratios).CCSS MATH PRACTICE MP4 — Mathematically proficient students can apply themathematics they know to solve problems arising in everyday life, society, and theworkplace. Mathematically proficient students who can apply what they know arecomfortable making assumptions and approximations to simplify a complicated situation,realizing that these may need revision later. They are able to identify importantquantities in a practical situation and map their relationships using such tools asdiagrams, two-way tables, graphs, flowcharts and formulas. They can analyze thoserelationships mathematically to draw conclusions. They routinely interpret theirmathematical results in the context of the situation and reflect on whether the resultsmake sense, possibly improving the model if it has not served its purpose.CCSS MATH PRACTICE MP6 — Mathematically proficient students try to communicateprecisely to others. They try to use clear definitions in discussion with others and in theirown reasoning. They state the meaning of the symbols they choose, including using theequal sign consistently and appropriately. They are careful about specifying units ofmeasure, and labeling axes to clarify the correspondence with quantities in a problem.They calculate accurately and efficiently, express numerical answers with a degree ofprecision appropriately for the problem context.

Next Generation Science Standards —

Constructing Explanations and Designing SolutionsHS-PS1-5 - Apply scientific principles and evidence to provide an explanation ofphenomena and solve design problems.HS-PS1-6 - Define a solution to a complex real-world problem, based on scientificknowledge, student-generated sources of evidence, prioritized criteria, and tradeoffconsiderations.HS-ETS1-3 - When evaluating solutions, it is important to take into account a range ofconstraints, including cost, safety, reliability, and aesthetics, and to consider social,cultural, and environmental impacts.

Using the Past to Design for the Present

Trumbull High School

I mplementation/TimelineWeek 1 — Pretest, Prolect Introduction

Instructor: Administer Pretest.

Video Vignette re: Virginia State Capitol Building

*From 10 Buildings that Changed America (PBS).

Project Introduction.

Week 2— Site Selection, Preliminary Design

Instructor: Provide map of Town-owned parcels.

Students: Consider site location, field survey, contemplate

ideas for structure.

Week 3 — Research - Neoclassical Design Elements

Instructor: Review Pretest.

Students: Conduct Research re: Greco-Roman architecture.

Week 4— Material Testing and Analysis

Instructor: Lessons re: types and characteristics of native building

stone, the effect of acid rain on building stone.

Provide resources re: costs and availability of stone.

Students: Perform Laboratory Testing and Analysis re: chemical

resistivity of different types of native stone.

Research re: chemical and physical characteristics of

native building stone.

Week 5— Prepare Technical Drawing

Instructor: Lessons re: format and examples of technical

drawings for structures.

Students: Produce technical drawing.

Week 6— Prepare Written Narrative and Budget

Instructor: Provide project checklist.

Student: Prepare written narrative.

Using the Past to Design for the PresentPre-AssessmentTrumbull High School

IntroductionModern society defines itself in part by the structures that they build. Modern structuresfrequently draw on historical design elements derived from ancient societies, such as ancientGreek and Roman civilizations. This type of architecture, called Neoclassical architecture, ischaracterized by grandeur of scale, simplicity of geometric forms and dramatic use of designelements.

Pre-AssessmentPart Ia — Identify these basic elements of Neoclassical Architecture (be as specific as possible)

a

A triangular gable.

-‘t

b.

c.

IL.The upper portion of the column

--4

A horizontally sculptured band.

Part above the columns and below the roof.

p

A hemispherical roof

Column with a simple lop.

1

The entryway.

*1

Part lb — Using Neoclassical Architecture formodern buildings.

An important structure that has been built in theneoclassical architecture style is the U.S. SupremeCourt Building in Washington, D.C. Finished andoccupied in 1935, the Supreme Court is meant toresemble an ancient Roman building.

Why do you think this style was chosen for thedesign of this structure?

U.S. Supreme Court Building

hiF

a—I.

The most ornate of the types of columns.

Flattened, rectangular version ofa column.

h.

Part 2— Since the neoclassical architectural style mainly uses simple geometric shapes, it is

necessary to be able to calculate the surface area and volumes of geometric solids.

Volume of a Prism Volume of Cylinder

V=Bh7

V=Bh=jcr h

Volume of a Pyramid Volume Sphere

3V =—,rr3

The image below depicts a building entrance in the neoclassical style. The scale of the drawing is 1.0cm

= 1.0 m. Assume the shapes are geometric solids and that the structure has a depth of 2.5m. Calculate

3

the volume of the stone used in this structure.

-

—

s-:-

---

____

Part 3 — Material Selection

Stone was and still is used for the construction of buildings, monuments, sculptures, parkentrances, etc. Ancient civilizations in the Mediterranean region commonly utilized marble andsandstone for their structures. In Connecticut, there is a variety of native building stone.

Marble

Native Connecticut Stone

‘4

;. j

Sandstone

What factors need to be considered in selecting a type of stone for a structure here inConnecticut? What type of stone would you choose and why?

Basalt Granite

Gneiss

Using the Past to Design for the Present

Trumbull High School

IntroductionModern society defines itself in part by the structures that they build. Modern structures

frequently draw on historical design elements as a means to emulate ancient societies, such as

ancient Greek and Roman civilizations. Neoclassical architecture is characterized by grandeur

of scale, simplicity of geometric forms, dramatic use of columns, triangular pediments and

domed roofs. Important structures are commonly modeled after ancient buildings as a means to

promote social and cultural ideals that are recognized by modern society as worthy of

emulation.

A well-known structure in the neoclassical U.S. Supreme Court Building

architecture style is the U.S. SupremeCourt Building in Washington, D.C.Finished and occupied in 1935, theSupreme Court is meant to resemble agreat marble temple. The architect of theSupreme Court, Cass Gilbert, drew upon •L: :

the classical Roman temple form as the ...

basis for the Court’s new building.Reached by a great flight of broad steps,the portico of tall columns gives the •

building a monumental entrance. Lowerwings flank the central temple to emphasisthe importance of the Supreme Court.

The ChallengeUsing design elements from classical architecture, material analysis and mathematical

modeling, students will design a structure such as a building façade, sculpture, fountain, or park

entrance. The design will be submitted in the form of a written proposal that will include a

technical drawing and a discussion of their design rationale (including cultural and

environmental impacts), material analysis and mathematical calculations. The proposals will be

evaluated by Trumbull High Faculty and professional engineers for potential presentation to a

select panel of the Trumbull Planning and Zoning Commission. The proposals will be evaluated

based on the following criteria:

• Compelling argument regarding the cultural significance of the proposed structure.

• Identification and application of design elements associated with Greco-Roman

architecture.• Properties and characteristics of selected native building stone, including its resistance

to erosion by acid rain.• Correct utilization of formulae for volume and surface area of geometric solids with

attention paid to precision.• Structural and environmental appropriateness.

• Rhetorical elements to write arguments that use MLA and standard conventions of

writing.

The proposed structure is to be sited on any municipally-owned property. A map of town-owned

properties is available for this purpose.

4-

:...

tii 1tL

Proposal Format

Written Proposal — Computer generated, single-spaced, Anal, 11 font on standard 6.5 x 11 inch

sheets. The written proposal should follow the following sequence:

• An introduction that presents an overview of the project, which should identify the type ofstructure, its purpose and proposed location.

• A discussion of the various architectural elements utilized in the design of the proposed

structure. A compelling argument that conveys the cultural significance for designing thestructure in the neoclassical style.

• A discussion of the properties and characteristics of the building stone from both astructural and aesthetic perspective.

• Precise calculations for the volume and surface area of the stone necessary for the

proposed structure. In addition, calculations regarding the estimated costs associated

with materials and construction should be included.

• An evaluation of any potential environmental impacts associated with the proposed

structure, its construction, or any ancillary infrastructure necessary for public access.

Technical Drawing — A scale drawing (neatly drafted or computer generated), no larger than

11 x 17 inches. The drawing should include the following:

• Project title and proposed location.• Date of drawing.• Top, front and side views of the proposed structure.• Architectural elements are identified and clearly labeled.

• Other ancillary site features are also identified and clearly labeled.

• Scale is clearly represented.• A key to any symbols is included.

Width

Top Depth-View/Plan

//

/

RightFront View Side Height

KeytoSymbols

View.1-

I Title, Etc.Scale

I00qzst12!HnqwflJJ.

uasaijBIfl.101uThsea011SBdaqIu!Sfl

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Using the Past to Design for the Present - Material Testing and Research

Trumbull High SchoolIntroductionAcid rain is a major environmental issue throughout Connecticut and much of the eastern United

States. The map below illustrates the distribution of pH in rainwater across the United States in

1999. Hydrogen ion concentration as pH from measurementsmade at the field laboratories, 1999

5049 /

•9 / J41 4 4_S

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9’‘_‘

4. . -.

5.2- 5 35.1-525.0- 5.149.5h4 9-441-484 -‘74 - 4

44-4

44

Stop and think about it: Provide an interpretation of the data presented in the map and provide

a possible reason for the distribution of pH.

Acid rain occurs when pollutants, such as sulfur dioxide from coal burning power plants andnitrogen oxides, combine with the moisture in the atmosphere to create sulfuric and nitric acidsvia photochemical reactions in the atmosphere.

Stop and Engage: On the diagram, show the source of sulfur and nitrous oxides the

chemical reactions that produce acid rain.

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Inl3nctl rchrnlrg Io’.,t rnrfncocceI..aIee bochtg 04 metal,

Acid Ruin born rock, and .a. the deco.ofbu4ng ma5.raIs and to,’,

Acid rain hastens the erosion of buildings and monuments made 01 stone. Millions of dollars are

spent annually on cleaning and renovating stone structures because of acid rain.

MaterialsTalcott BasaltStockbridge MarblePortland Arkose SandstoneHarrison GneissStoney Creek Granite

Acetic AcidGraduated CylinderDigital ScalePlastic CupsForceps

Observations:In the space below, provide a graph that represents the data collected during the experiment.

Your taskConduct an experiment to investigate how well various types

of building stone can withstand erosion via acid rain. The

samples are all stone that is native to Connecticut. In your

experiment, an acetic acid (vinegar) solution will be used to

simulate acid rain, and you will assess its effect on different

types of stone by measuring the mass that is lost over a

predetermined period of time.

r

1 —

‘11—

1

Research and AnalysisSince erosion due to acid rain is a chemical process, it will be necessary 10 research and define

the chemical composition and physical characteristics of each type of stone as a preface to

explain the results of the experiment. Utilize the internet (or other appropriate resource) to

obtain information regarding the chemical composition of the principle mineral(s) in each rock

type. Then research any connection between these minerals and reaction with acid rain.

Rock Type Major Rock Group Physical Charactislics Chemical Composition

Basalt -

Marble

ArkoseSandstone

Granite

Gneiss

Consider the results of your researchAre there any rock types that are particularly susceptible to exposure to acid rain? If so how?

Were there any rock types that were chemically and/or physically resistant?

Conclusions:Based on your experimental results and research, which type of stone would you choose for

building stone in Connecticut? Provide reasons.

Using (lie Past In Dc’siqri In, tini Fiture

— Introit ii ilion

St,,drtc at Trrntith ls’jh Srh.n 1vr’r” :r’r Ic ilt’’

liAr ,i’c;c jutes ,roc’as’ic at anitert;u:I &l—,iir,nt-. Tie t.Iri.cliiie r. let I.’

cr1 town :‘hl’4U propuitj ci ILrnC_ I 1 Z935f1 Ic (:cslqa a

errrar:.e ri Twin Src.olc . Pm k i’jca:al ‘Jr I 1v ‘i Ii’cok s Un’,,. :111 of Vtii’e

Pl:.tr< Poari Tnr—’ark r1r hes€’r’n prliInc nF1’e’ ci.rIiedlny Uro

ucr:jot Iinr. The red X EPa’ns Inc ‘er:jl Ic— -)canion r w’len ri>, •Ai .ICiiiIlr ‘still

In placird jut .il ti,: u,il’a’lce ij Pie park Th. ctllrrr,t er’raflce to iNs

park is very ‘liii’ and tb c-fIe’:I’e tif 11w LvajIiluI p,i, r:otlauicil vs Inc

114 “i-’h ar I ,tnin,roej park nr.rranrr v.ilI wetcorn’ rc’t,dei vc’Ii

iL’s c- S rerd I ms at Tv, ir Grioks Park :,rd i-np,’ all that has ‘c -Ah

Neoclassical Style

Tire ciopar;c”J thisirja tflhiz’ va’ioJs mac as ca desi1r; elern”-ls cer ‘,el frnm Ci.,

Rnir,ar- .trciri—:h,ri’ s ‘uit;r ci lion.,.’ u’.ucJ ‘1 ip tat qevcrr’r’itc’I b.uldn’cs tcdy Twa ry obates

hp al :I’is base ci lao str,jclt.’e dl qroi.nfl .evel Dtre’;ty atjuve Lnicie uie Inc uui’d oIi, •uis

sittiij a!op ¶itt, styi’JI.sJtts lt€ie ar+twa ahariises abnvet’i coiti—ns tclijch ipportn

arc hitrove that sanr. thE roadway tea’Jintt Mo ni+ I he final elemerl ier is a trilnciIa

nedirne ‘I ‘,,i’ ci’ epic:, f’e it-. qia,ii: ,‘.rjjt’ afr “‘l’triritt -iv ri ,p: n-nc hr.

yank as a 113cc of qalicrIi’q anti shann4 dr-as Tb-. slriir.t.ire \vil h !l-it;ti’ Ic’ ( ‘“‘c’’ fr’

‘,t:iat -Ic derr,ric, at y, as it p. ‘.‘t,iI to los, J,1’’i?t,:il; min’, tr.dav Thii nark r—rvranr.r. n’

dernccratic un;ts nnc ti’at evor 90110 has 2 vcict ;irirl a place a sorely

The Stone‘—er d c;n.n1 the crapr.r.ni sr,.lctLi,t’. is vt-ny iiriu,yI;jmtt toae ,‘c cc-is’dc—aron the

cHezrs ol .cd lain Acd rain has I ;e ab:i-, in mc,ni mdc cHla,r, I.. frcnuj’ria’n’i. ‘ Li’” ‘i II”.’iii

‘ri ‘juiii ‘Jt’stioyed ‘jk cr I-Tie ‘BC :hDsefl ro ccnsrrticl the prcnc&l slucILce OJt Of

Sloney Creek Granite t’n excel ‘neil was CSIVJL-LIeI hi tesi ,J,ffeleni since s resistance Ic acic

rair Harn;sc Qre155 Pitliarci Arkose Sancstoic’ ci ‘hrownslore’ Stackbi &e rna’btr. I alcot’

3:-na” and tnney C reek Granili’ w’rr’ pt..r ‘1 iii a C rip .t me’;u’ I ii iQ ttdys Ic ii’ hit’.’ lit-

acid nh,r cclltil cr5 Inst are rrest ‘1 Truru Ccarec1ril The slonescL: ty to nes-taci

a ‘was ri,easjrw1 L-y la’.u’q Inn’ nias of thsa .on Iefare ar.1 aPes Pe’r’ placed a the :r.’i,ar

Attert,etc.sr,vas complete qlui’iIo prc’cd I: wthstandtrie acid Inc best losi’q Oar-s

iss The restits from lien c, pinI ‘nI’ sit ‘;arl .nL’Se ‘‘ a Pie data h’ do bebw

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it_li’5 Cms.+ t,,li’f’ ‘,ii’, VI’. i, sq -‘, iii’’, ,i’I,9 I ‘i-ike a ii,,I’tt’iil’d’ice I:, I’r: pat .Vniiit.

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IDN1 33 25’

Suiface Area Calculations

SLnt’itcAhcir 2V: ilBi ‘-1 2I3= ii

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[‘ILingula’ r’ucn,it L (M 9;i..i*Y U: I öi* 5 fSi” U112:=64 22i’

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meloc tcn i’v tcal 2r ;e ul t,t’pe will Lu dLJI)’uxii1’?.I!lv I2G

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Environmental Impacts

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TRUMBULL PUBLIC SCHOOLS

TRUMBULL, CONNECTICUT

Report to the Board of hdueation10. 2015 DriluthI

Agenda Item — N-C. I Second_Rcadjjg5113.1/Attendance Grades K-S

The Pal icy Commi Hee presented

5II3. I/Attendance Grades K-X for a Firsl

Reading on October 6, 2015. The policy has

been revised to confbrrn to Connecticut State

Board of Education mandatory definitions for

excused and unexcused absences. In grades

K—8, the purpose of these definitions is to

implement required policies and procedures

related to truancy from school. The revision

has been prepared consistent with the

statutory changes and suggested language

from the Connecticut Association of Boards

of Education (CABE). Based on the Board’s

feedback on October 6, this recommended

revision is identical to that seen on October 6;

at its meeting on October 14,2015, the Policy

Committee agreed to bring the policy to the

Board tonight 11w a Second Reading and

Approval.

The attached shows the entire recommended

revision followed by the current policy, skuek

thi*+ugh, tor comparison if needed.

Recommendation: Approve 5113. I/Attendance Grades K-S as

presented.

51 13.1/Attendance Grades K-S

TRUMBULL PUBLIC SCHOOLS SECTION: 5000

BOARD OF EDUCATION CATEGORY: Students

POLICY MANUAL I’OLICY CODE: 5113.1/AttendanceGrades K-S

ATTENDANCE GRADES K-K

Policy Statement

The Trumbull Board of Education believes that regular school attendance is essential for an

effective and productive learning experience. The sequential presentation oischool learning

requires a continuity of instruction. The maximum benefits 11w each individual child can be

achieved only from participation and interaction in daily activity.

The Connecticut General Statutes, Sections ID-I H4, ID-I Xô, and 10-210, require students over

five (5) and under eighteen (I ) years of age to attend school on a regular basis. The primary

responsibility for adherence to regular attendance rests with the student’s parent/guardian and the

individual student. The District will comply with Connecticut State Statutes related to

compulsory school attendance.

The Board of Education recognizes that students may occasionally miss school fbr entirely

legitimate reasons. Absences that occur ibr no legitimate reason or with no notilicution to the

school will warrant appropriate thllow—up action by the school.

The l3oard of Education believes that family vacations should not take place when school is in

session.

The Board of Education recognizes the importance of early intervention br students exhibiting

truancy behavior, and lbr that purpose distinguishes between “excused absences” and unexcused

absences” as Ibllows:

A student’s absence from school shall he considered “excused” if written documentation of

the reason for the absence has been submitted within ten (10) school days of the student’s

return to school or in accordance with Section 10-2 10 of the Connecticut General Statutes

and meets the following criteria:

• For absences one (1) through nine (9) in a school year, a student’s absences from

school are considered excused when the student’s parent/guardian approves such

absence and submits appropriate documentation;

• For the tenth (10th) absence and all absences thereafter in a school year, a student’s

absences from school are considered excused thr the following reasons: student

illness if verified by an appropriately licensed medical professional; student’s

observance of a religious holiday: death in the student’s family or other emergency

beyond the control of the student’s family; mandated court appearance if supported

by appropriate additional documentation; the lack of transportation that is normally

provided by a district other than the one the student attends: or extraordinary

5113.1/Attendance Grades K-S

educational opportunities pre—approved by District administrators in accordance with

Connecticut Stale Department oil ;ducation guidelines.

A student’s absence from school shall be considered “unexcused” if it does not meet

the criteria to be considered an “excused” absence and if it is not the result of school

or District disciplinary action.

Based on the definitions above, a “truant” means a child enrolled in a grade from kindergarten

through eight who has four (4) unexcused absences in one month, or ten (10) unexcused

absences in one year. A “habitual truant” means any such child who has twenty (20) unexcused

absences withm a school year.

Adopted: 07/09/(985Revised: IQXX. 2/1992, 02/23/1993,6/1993, 11/22/1994, 12/1997,‘1/7/201 5

References• Connecticut General Statutes 10—184, 10—I 86, 10—I 98a, 10-210, and 46h- 149

• Connecticut State Department of Education, “Guidelines lhr Implementation of’ the Definitions of

Excused and Unexcused Absences and Best Practices fir Absence Prevention and Intervention”

• Trumbull Elementary and Middle School Student Handbooks

• Trumbull Board of Education Policy Code 6173: homebound and Hospitalized instruction

• Trumbull Board of Education Policy Code 5131: Standard of Conduct

2

5113.1/Attendance Grades K-S

Regulations

Each school will record and maintain all student attendance and tardiness infbrrnation.

2. It is the responsibility of a parent/guardian to report his/her child’s absence to the school each

day by calling the school’s ollice mior to 9:00 a.m. that day by:

a) telephoning the school secretary or school nurse;

h) c—mailing the school secretary or school nurse; or

c) speaking to the school secretary or school nurse in person.

3. bach school will keep close contact with parents/guardians of students having difficulty with

attendance and shall make parents/guardians aware of the importance of regular school

attendance. Both the home and school should work cooperatively to achieve this end.

4. Each school will record if an absence is excused or unexcused. The principal or school nurse

may request additional information regarding a student’s absence. A parent/guardian may

request reconsideration of the recording of an excused or unexcused absence in accordance

with the attendance guidelines of the Connecticut State Board of Education.

5. When an absence occurs, the student will be given sufficient opportunity to make up any

missed work. Teachers are not required to provide tutoring for make-up work caused by

titmily vacations when school is in session. If special help or tutoring is needed as a result of

such absences, any cost incurred is the responsibility of the parent/guardian, not the District.

6. A student returning to school after a hospitalization must present a note from the physician

regarding the hospitalization. The note should also state in detail any physical limitations,

treatment programs, or medication changes. A change in his/her Individualized Education

Plan (IEP) or Individual Health Care Plan (IHCP) may be required upon re-entry to school.

Therefore, a full disclosure by the student’s physician is necessary to ensure the well-being

of the student.

TruancyThe school principal and/or his/her dcsignee will hold a meeting with the parent/guardian of

a child who is a truant as detincd above. Such meeting will he held no later than ten (10)

school days after the child’s fourth (4th) unexcused absence in a month or tenth (10th)

unexcused absence in a school year.

2. Whenever a student enrolled in school in grades K-S fails to report to school on a regularly

scheduled school day and no indication has been received by school personnel that the

student’s parent/guardian (or other person having control of the student) is aware of the

child’s absence, a reasonable effort to notify, by telephone and by certified letter, the parent

(or such other person) shall he made by the school personnel. Such notice shall include a

warning that two (2) unexcused absences from school in a month or five (5) unexcused

absences in a school year may result in a complaint liled with the Superior Court pursuant to

section 46b-l49 alleging the belief that the acts or omissions of the child arc such that the

child’s tirmily is a family with service needs. Persons who, in good faith, give or fail to give

notice shall he immune from any liability, civil or criminal, which might otherwise be

3

SI 13.1/Attendance Grades K-S

incurred or imposed and shall have the same immunity with respect to any judicialproceeding which results from such notice or (hulure to give such notice.

3. An HiP Team meeting will be convened to determine the appropriateness of a specialeducation evaluation of the truant student. In addition, there will be consideration of referralto the school’s Early Intervention Team (FIT).

4. The school system will coordinate services with community agencies and referrals oI’truantstudents to agencies providing child and Ihmily services.

5. The Superintendent may tile a written complaint with the Superior Court, Juvenile Mattersfor a Family with Service Needs when a student is truant. If a parent/guardian having controlofa child who is a truant fails to attend the meeting with the school principal and/or his/herdesignee, the school principal shall notify the Superintendent, who shall file, no later thantitkeen (15) calendar days after such failure to attend such meeting, a written complaint withthe Superior Court pursuant to section 46b—149 alleging the belief that the acts or omissionsof the child are such that the child’s flimily is a family with service needs.

6. In accordance with State statute, the Board of Education shall annually report to theConnecticut State Department of Education, on a school-by-school basis, the number ofstudents enrolled in grades K to 8, inclusive, in schools under its jurisdiction who arehabitual truants.

4

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:fl4;p4g1Ji,rpsgIJft( ‘WOOL-S X1( “fl43fl: .J S1udents

HOAR-D-(W EDUCNPION CATEGORY: iii Student-Attenthtnee

POLICY MANUAL flt—IS’V ‘°fl’ JEDA Studeni-Absenees

ATTENDANCE-GRADES-K S

ft

The Trumbull Board of Education fimly believes that regular school attendance is csscntiol fiw

an-e14èe4i-’e-and-preduetivc learning experience. The sequential presentation of school—learning

a continuity of instruction. The maximum benefits for each indivi4ual-d414-eim--beaahi.’LLasI ,,.,,i., ....;,,a,,..;., fl,,.; ;.,..—.,.,.;,,., ;.,

Regular school attendance, the keystone for potential achievement for each swdent, is both

encouraged and mandated. Excessive absences inhibit both nuecessM learning and the ability to

complete course requirements.

The-Gonneetieut-Gencral Statutes requires students over seven and under sixteen yearn of age to

attend school on a regular basis, except when excused for illness and other good reasons. Since

the-primaty-cesponsibihty for adherence to regular attendance rests with the individual student

and-the-student’s parents, appropriate legal action will be taken against parents whose-ehikkea

The Trumbull Public Schools rccoe.J LJ4L .Lta.iwnLa AlSO2 iklA.3.JIL)fl flJl •.‘LLLA #lJ

legitimate reasons. These reasons, when documented by a parent or guardian are usually

considered “excused absences”. Students will not be unduly penalized for such absence:;.

Absences that occur for no legitimate reason will be considered “unexcused” and will warrantpn’.,nnr1,.+ nn+;t., 1t +k.. nnl,nni

The Board of Education strongly believes that family vacations thould not take place when

school is in session. Should such a vacation occur during school time, such vacation will be

deemed an “unavoidable” absence on the part of the child.

The Board of Education rcco1 importance of early inten’ention for student:; exhibiting

truancy’ behavior. A “truant” means a child enrolled in a grade from kindergarten through eight

“bn l’nq fp’ir “nn” nhnrr nnn rnth n tAn iine’rund absences in one year. A

Regulations

-cord, maintain, and distribute to staff all student attendance and tardiness

I-

JEDA Attendance-Policy -Grades-K-S

2. Each school will keep close contact with parcnts of students having diflwufty-wtlh

attemlanee-end-shall make parents aware of the importance of regular ;elmal-attendanee,

Both-the-home antktheol should work cooperatively to achieve this end,

3—Bueh-tehooh-w4l-determhie if an absence is excused, unexcused, or unavoidohit

1. When an excused absence occurs, the student will be given sufficient opportunity and

ntth+taiee to make up any missed work. Excused absences may include days missed for

peennklhicss, death in the family, religious observances, appointments with health

pv&èssisnals-thet’-eamo made outside of the regular school hours, school sponsored trips

and-eoua-appearancc;, suspension, emergency family situations, failure of sending town to

provide tran:;portatwn, or any other reason which the principal deems’ valid.

5. Students-Fehtmilifrte--sehool after a hospitalization must present an explanatory notc from the

physician—regorthag the—hospitalization. The note should also slate in detail any physical

hini1-t4itnit4teatntent—programs, or medication change:;. A change in his/hef4NLeemed4eul

care plan may he required upon re entry to school. Thercfiwe, a full disclo:;urc by the

t#udencphysieian4s-neeessary to ensure the well being of the swda

6. Parents of students who receive an unexcused absence will receive a letter describing and

admomshrng such absence, with a copy of the letter placed in the child’s pcmrnnent record

Also, a conference will be held as soon as possible ‘with the parent, student and the principal

or his/her designee for any student who is absent for an unexcused reason.

In addition, there will be consideration of referral to the school SAT Team or the Middle

7.Arefcrral to the school’s Individual Education Plan (IEP) Team for appropriate action

recommended for identified special education students will be made following the

established procedures of the Pupil Perocanci Scnieca Department, if the situation so

warrants. This procodurc will also be used in cases of truancy.

8. Following an “unavoidable” absence for a vacation, students will be allowed reasonable time

as determined by the teacher to make up those assignments prescribed by the teacher. it is

important to note that teachers arc not required to provide tutoring for such make up worte4f

special help or tutoring is needed as a result of this elective absence, any cost incurred is the

responsibility of the parents, not the school system.

Although students are not directly penalized for such unavoidable absences, an excessive

number of such absences, in conjunction with other excused or unexcused absences, can have

a cumulative effect that could result in a student’s inability to meet nceess’ course

a

JEDA Attcndance Poliey-Grades--K-8

9. Following a student’s absence, a ttcn note from the parent/guardian must be presen{ed4t+

the-homeroom teacher upon his/her return; otherwise, the absence will be COO

unexcused,

Appeal

Students, or the parent/legal guardian if the student is a minor, who helieve—the-have-been

penalized unjustly for unexcused absences may request an appeal hearing. Sueh-requests-nheuM

he made in writing to the building principal.

The-Appeals Committee shall consist of the building principal, two teachers, one guidance

eeuatclor or school psychologist and the Assistant Superintendent of Instruction. They shal1

meet within ten (10) days of receipt of the studcnt’parcnt request fhr such appeals hearing. The

majonty decision of the committee will be binding. lfthe parent and/or student wish to appeal

thedeeiaist+÷41emayde-so-te4he-Superifiteada—eal is to be made within five (5-)—days

ef4he—feeeipt—ol4he-Appeals Committee dccisitnt—Thc Superintendent will hear—ttuch request

within ten (10) school da .z’l’he decision ol the Superintendent will he—flital—end—bijidit

I. A meeting to review and evaluate the reasons for the student being truant with the

appropriate school staff and the parent (or other person having control) will he held within

ten-(-l-O) school days after the :;tudent’u fourth unexcu:;ed absence in one month or tenth

unexcused absence in one seheei—yeat

2. Whenever a student enrolled in school in grades K fails to report to school on a regularly

scheduled school day and no indication has been received by school personnel that the

student’s parent (or other person having control of the student) is aware ofthe-ekild-’n

absence, a reasonable effort to notify, by telephone and/or certified letter, the parent (or such

other person) shall he made by the school personnel or volunteers under the direction of the

school personnel. Persons who, in good faith, give or fail to give notice shall he immune

from-any liability, civil or criminal, which might otherwise bc incurred or impesed-tmd-sliall

have the same immunity with respect to any’ judicial proceedings which results from such

notice or failure to give such notice.

3. An Individual Education Plan (IEP) Te meeting will be convened to dctcrn’iinc the

appropriateness of a special education evaluation of the truant student.

4. The school system will coordinate senices with community agencics and referrals of truant

students to agencies providing child and fily scn’iecs.

5. The Superintendent may file a written complaint with the Superior Court, Juvenile Matters

br a family with a service needs when a student is truant (Appendix A).

3

JEDA Attcndnnee-Pofley-Grndes-K-8

6. The Board of Fducation shall annually report to the state department of eduetttiewen-a-schnel

hy-sehoa-basts--the-number of students enrolled in grades K to 8, inekmive-iwseheolewider

i1td-terisdit1itn÷-who are habitual truants.

41i-aeeeftbmee with state statute, all Fairfield County Sehee1&ihaWmukt-tfufmey-re1èEaIs-te

the Superior Court (Juvenile Division) by Noveliibef4fl-tmd-Fehruary 28 oleueh-yeaf

Meptcd: 07/09/85Res4tjcd: 1088, 2/02

Connecticut General Statutes, Section 10 184 and 10 185, Section 10 198a, Section ‘16b

149State of Connecticut Department of Education manual on “Attendance, Homcwnrk

Promotion and Retention, 1984”Public Act 9! 303; An Act Concerning Revisions to the Education Statutes

Thimhufl Board of Education policy, Homebound and Flospitahed Instruction, Policy

Code: IGHE

4


TRUMBULL, CONNLCTICUT

Report to the Board of Education

jg4IrMeeting—No!iijQ,2

Agenda Item -W-C-2 Second Readmg5 13 S/Pay to Participate

The Policy Committee presented 5138/Pay to

Participate tbr a First Reading on October 6,

2015. The policy has been revised to conform

to requirements of the USDA in relation to

students who qualify tbr free or reduced-price

school meals. Per the Board’s policy, such

students are exempt from Pay to Participate

fees; however, the USDA requires signed

permission from a parent/guardian to share a

student’s status for free or reduced-price

school meals with the Superintendent’s

Office. The proposed revision would clarify

the obligation of a parent/guardian seeking

such exemption to enable in tbrnmtion—sharing

with the Superintendent’s Oflice; see the

underlined proposed change at the top of p. 3.

Based on the Board’s feedback on October 6,

this recommended revision is identical to that

seen on October 6; at its meeting on October

14,2015, the Policy Committee agreed to

bring the policy to the Board tonight for a

Second Reading and Approval.

gçomrnendation: Approve 5l3X/Pay to Participate as presented.

51.38/Pay to Participate

TRUMBULL PUBLIC SCHOOLS SEOION: 5004)

BOARD OF EDUCATION CATEGORY: Students

POLICY MANUAL POLICY CODE: 5138/Pay to Participate

PAY TO PARTICIPATE

Policy Statement

The Trumbull I3oard of Education will review and, if determined to be financially necessary,

approve an annual student participation lee (Pay to Participate) for students participating in any

school—sponsored activities including, but not limited to, athletic teams, drama/performing arts

activities, school—sponsored clubs, and any other activity conducted outside of normal classroom

or course requirements.

Any changes to the Pay to Participate fee must be approved by the Board of Education prior to

the start of a school year and will be posted on the Trumbull Public Schools website

(www.tmmbullps.org). Except Jar athletic tryouts, this fee must be paid or a waiver must be

approved by the Superintendent before participation is allowed. All payments will be submitted

online.

The Superintendent may grant a waiver of the fee which will 1e based on need. All students with

financial hardships must complete a waiver fOrm fOr a reduction or exemption from the Pay to

Participate fee. Students receiving free or reduced price meals ale exempt from payment of Pay

to Participate lies hut must comply with this policy’.

Adopted: 1/2/2013Revised: 1/6/2015, 7/7/2015

5138/Pay to Participate

Rctzulations

P a ri id ate fees 1ir s ehool ci ivit ics

I . The Board of Education recognizes the need for Pay to Participate tees to fund certain school

activities that are aligned with the goals of the Trumbull Public Schools, including

participation in school—sponsored athletic teams and other school—sponsored extracurricular

activities. The I3oard also recognizes that some students may not he able to pay these fees.

2. All Pay to Participate fees shall he reviewed and approved by the Board of Education prior to

the start of the school year/activity.

3. All Pay to Participate fees will he posted annually on the Trumbull Public Schools website:

wwwirumbffllnsoru.

4. Pay to Participate fees may be authorized for, hut not limited to, the following school-

sponsored activities:• AthLetic teams

• Dram&pedbrniing arts activities

• Elementary strings and hand programs

• Student organizations or clubs

The ftillowjnirules shall apply to the Pay to Participate fee (the fee):

I. The fee approved by the Board of Education prior to the start of the school year/activity must

he paid, or a waiver of the fee approved, before the student may begin participation except

br athletic tryouts.

2. The fcc for athletic teams is due within 4 hours of receiving notification of being selected

for the team.

3. In no case will the fee be otherwise prorated or reduced unless approved for waiver by the

Superintendent as described in Board policy or these regulations.

4. Pay to Participate fees are non-refundable.

5. Payment/waiver of the fcc does not guarantee playinperLbrmance time.

6. Fees will he administered and maintained in accordance with rules and regulations

established by Board action.

Student Waivers

I. All students seeking waivers must submit the “Request for Waiver of Fees for Pay to

Participate School Activities” form provided by the District to the Superintendent of Schools

prior to the beginning of the activity, or within 48 hours of receiving notification of being

selected for an interscholastic athletic team. This fonn is available online at the Trumbull

Public Schools website —s.og — and at each school.

2

5138/Pay to Participate

a) MI students receiving free or reduced-price meals are exempt from payment of Pay to

Participate fees, provided they have skzned approval with the District for information

from the Free/Reduced—price School Meals Application t beshared with the

Superintendent of Schools br this purpose, and have submitted a waiver br such

iiti.MRSpHfltt

1) Students who do not receive free/reduced—price school meals may apply for a reduction

or exemption from the Pay to Participate fee based on Linancial hardship.fsee—N*t-—l

2. Application tbr a waiver will be required for each sport/activity in which the student

participates.

3. The status of all waiver requests will he communicated in writing by the Superintendent or

his/her designee.

3

Appeixlix

Irttmbiill Public Schools

REQUEST FOR WAIVER OF FEES FOR PAY TO PARTICIPATE SCHOOL ACTIVITIES

Parents/guardians wishing to request ii waiver of a Pay to Participate Fee shall submit (his Lhrin to the Superiiireridecit of

Schools, 6254 Main Street, ‘l’rumbull, Cl’, 06611

Student Name

___________________________________________________________________________

School

__________________________________________________

(Ia ide

Address

__________________________________________

Phone No.

______________________________________

Parent/guard ian I —nia ii —

__________________________________________________________________

Activity;

__________

Athletics —

_____________ _________

I Iernentaiy I ‘and I Uemeiuaiy Strings

(Name ot Sport)

‘l’IIS Musical Other

______________—

— -—

_____________

(N aine of’ Activity)

1/We understand that determination of eligibility for a waiver of fies requires an evidence—based need. Consideration for

granting a waiver is 1wed icated on a review of documents including, but i iot limited to, [lie lb I lowing. Please cli cek one.

Li student eligibility for Free or reduced—price school meals. You must have signed approval with the District 11w

in lornial i on from your I re&Red ueed—pnce School Meals Application to he shared with the Superintendent of’ Schools

for this purpose; please complete Addendum A. which is attached.

financial hardship. You must attach parent/guardian proof of income For the current year (e.g., paycheck stub,

unemployment benefits, Social Security/disability benefits).

Please Note: Unless tile financial information listed above is shared, your request cannot be considered.

I/We hereby request (fiat my/our child named above he excused from the requirement for payment of the Pay to

Participate Fee thr the reason(s) checked above. (Please provide below any additional overview of financial hardship.)

Signature of Parent(s)/Guardian(s), or of Student if past the age of’ majority

FOR A1)MJNISTRATIVE USE ONLY - DO NOT WRITE BELOW

Date of Review Waiver Granted () Waiver Denied (__J

Additional Inionnation Needed (financial specificity)_____________________________________________________________________________________________

Date of Notice to Applicantof Schools, or desic:nec

Form — TPS Policy 5138/Pay to Participate

SHARING INFORMATION WJTH OTHER PROGRAMS — Addendum A

De;i r Ptirent/( wi rdiit it:

To save you t me and effiwt, the infiwmnl ion you provided on your Fm tititi Rc’drwud—pric c S hun! Mc’al.v

Appllcvtion may be shared with other programs for which your children may qualify. We must have your

permission to share this information with other programs. Please sign helow for any additional benefits you arc

nilerestecl in receiving. I y signing for the beiiclits. you are cerfl lying that you arc the parenUguartlian of the

clii ldren for whom (lie application is heing made. Note: Submitting [ins Ibriti will not elutiige whether your

clii Idreti get free or reduced—price meals.

D NO, I do NOT want D YES, I DO want school olbejals to share informal ion from my Fret’

inhormal ion 1mm my am! Rt’dut -cd—pr/cs’ Sc boo! Mc’uls AppTh ‘at/on wilh the programs

inc and Rc’diu’c’d—pdcrc’ checked below. (‘heck all that applj’.

School Meals ApplicationMv cluld(ren) s School Nurse.

shared with any of these

programs. Social Services for the Town of Trumbull.

E The Superintendent of Schools for school programs such asPay to Participate.

E School counselors to demonstrate financial need for SATIACTtesting programs, college application/placement programs,and the like.

If you checked YES for any boxes above, complete the informationbelow and sign the form. Your information will be shared only with the

people and applicable programs you checked.

PLEASE PRINT

(‘hi id’s Name:

_______________________________________________________________________

School:

__________________________________________________________

Child’s Name: School:

Parent/Cluardian Name:

Address:

______________________________________________

City:

_______________________

State:

______

Zip:

__________

Signature of Parent/Guardian: Date:

______________________________

For more information, please call Betty Sinko, Food Services Director for the Trumbull Public Schools, at

203-452-4500. Return this Ibmi to 6254 Main Street, Trumbull, CT, 06611.

iii,- U’S. I), jiur(,li; ii! ,i(A e,i litton (1/ADA) 1nvhi/,itv i/to -r!iI,ilduu, a sign/nv! i!, ‘isv!,,,,, cc. , nip/o’ i nod tij’d iii!Lv fo, ; ,njdoi’ni, ii! ml thi l’a.oc of

vii, i john. ,,aii’’,u,I ,,ro.’i. age. dictih,Iio, c-v. gi iid,, ti/i (l’!’i_ ii optic,,!, ,,n,/ ,ihc’,;’ twi,/u ‘alt,- Inuitlisi I-I,; [c, mcir;;:1 .vti:t;ic,fisn:,lla/ sr

/ia)’iflh;t/ xhtfus,ss’_uIa/oWntctttOti, S” i/I ,ir/kut of an nithi’uhi,4Pc 111(0011 ii diva cu/nm oilY/inn/u- s’.i-’a(ane;’pnc’I;sln. i’I’/floft it, i/o,’iic’(o

ift’flnuO On Ut i’Th/t/ovflu( 0! Or ill alit’ ju v,,’ra,n or ‘a”, Ii (V ,‘a,iducfrtt a’’ funded by i/u I I, j’ar/mc’,il. (Ant jilt pruhll’lh-;I I’m -v in/It ajijtln to all ji,-Oç’?’o;lis

unit/sir ,-m/ilovment a, Ii rites v.)

If you u’j,vh to/lb a (‘ii , / Rft’lit.c pt’oc’rO;n , -ala/i/unit of dtcc-rnnaiatmn, , naydib the I IS! );i I ‘i niri,iii I) Iccrini!Il; 1(i’)ii ( ““njili;iiit 1-i-in (!‘Dfr, found on/u,,’

set Iii Iji 1111 mi :i. U ‘i/it 51 c:iiiiijila i/ti/i iiccucih no!, or it stun USDA u//li’,’, ,n’,’a/l (566) 632-9991 to Ii ‘i/i/ic! the form, Yin, mop se/c,, ui/u a ugh r

OllIiIiflhii 5/ oIl a/i/i li/it mat U l’ll/Ii,.i (ii in (hi’ foimi Si ,id 10111’ neil/Il,!, 4 c’oinjiluui!frtnn oi’ Ii (hi’ to icc hi’ luau it S. Di jim-tm, of c’JAgrk’ultun

/ to; can 0111-of -I mi fIction 13/1(1 bc/i j’c ‘u/c ,tccitic’mt, ‘. £ IV, Wi rl,:ngfrt,,, / ), C 2/1250—94/0, 1’ ‘ lax (202) 690—7432 ,u’e’ma// 0?

huh r,4,,ob- it!’, an- i/-u!. h0,-d iif’h ni -: ug or hay,’ .vp,--i-h th.va/’:/oo-.i ,,,a’ i-ni/ac? US’/)A I/o-nun/i ii,,’ I-il, i-cit Ri-/at’ 5, -ii’!; -,- at (h’O(fl 6 7 ?‘S?l 9; a,-

645-6136 (Siian/.vh),

is an s-quo) ‘‘jq’m-tss,ttt V fl/VS roAr and -rn/i/nor

Connecticut State Department of Education • Revised September 2015

CSDEForm — TPS Policy 5138/Pay to Participate


Report to the l3oard of! tducationRegular Meeting — November 10, 2015 Dr. Cialfi

Agenda Item — IV-D approval/Hoard of Education Meeting Dates

In accordance with Section 10-218 of the

Connecticut (ieneral Statutes and the By—laws

of the Trumbull Hoard of Education, the

Hoard shall adopt a meeting schedule tbr the

ensuing year.

Administrative Recommendation: Adopt the attached Board of Education

Meeting Dates fbr calendar year 2016.

JR UMBIJI I ?U131 IC Sc] lOOPS‘l’IUJMBtJJ J. CON N ]C[]CLJF

BOARD OF EDUCATIONMEETING DATES

2016

JANUARY 5 JANUARY 19

j:f:IIRUAI{y 2 FEBRUARY 16

MARCh I MARCH 15

APRIL 5 (I MEETING IN APRIL DUE TO VACATION WEEK)

MAY3 MAY 17

JUNE? JUNE2I*

SUMMER MEETINGS

JULY 12

AUGUST 2

AUGUST 16

FALL MEETINGS

SEPTEMBER 6 SEPTEMI3ER 20

OCTOBER 6 (THURSDAY) OCTOBER 1%

NOVEMBER 15

BUDGET SESSIONS(Subject to Change)

DECEMBER 6 DECEMBER 8

(TUESDAY) (THURSDAY)

DECEMBER 13(TUESDAY)

*tentative due to potential rescheduling of Trumbull High graduation

All regular meetings arc held on Tuesdays unless otherwise noted.


TRUMBULL, CONNECTICUT

Report to the Board of Education

RcglliprMeetin2 — November 10, 2015

Agenda Item IV-E Apjovil/uthorjziiIion to Utilize Town Auditor

The Finunce Committee of the Board of Ethical ion met on

October 25, 201 5 and voted to bring tot-ward to the I bard

of Education a recommendation to utilize the Town’s

Internal Auditor to review the revenue and expense actuals

for the period 1mm July I, 2014 onward for all o I’ the Adult

Enrichment programs including Slimmer Explorations,

Adult Education, and Driver’s I dueation.

Recommendation: Approve.

TRUMBULL PUBLIC SChOOLSTRUMBULL, CT

l{cport II) IhtZ I oard I I II ucal I onjggu1;n Meeting — November 10, 2015 Dr. Budd

ALzenda Item IV—F ProIssional Development lilection Day lxperienees

Dr. I3udd well present a brief presentation highlightingthe professional development experiences of Trumbull’steachers that was held on I Iection Day.

Recommendation: Review and discuss.

Elementary Professional Learning Schedule for November 3, 2015

Grade Level/ Presenter/ Cont.Activity Time Location

Subject Area Facilitator Ed. Hrs.

Frenchtown

Grades K, 1, 2, a Writing Project 8:30 - 22:30 Bryan CrandallCafeteria 3

Special Ed. and Grade LevelTeam Options:Speech/Lang. 1) Consider a.m. writing work; 12:30 - 3:30 Grade Level Teams Building Based 3

Pathologists 2) Consider recent reading cadre

Grades 3, 4, 5 Grade Level Team Options:

and Special Ed. 1) Consider recent demo lessons; 8:30 - 11:30 Grade Level Teams Building Based 3

and 2) Consider recent reading cadre

Speech/Lang. Frenchtowna Writing Project 12:30 - 3:30 Bryan Crandall 3

PathologistsCafeteria

Pre-K - 12 Development of a District Social Work

Social Workers Manual - establish clearly defined Carolyn Butler &8:00-3:00 TECEC 6

and Intervention processes and procedures of services and Team

Counselors delivery

Focus on acquiring proficiency in Daniels FarmPre-K — 12 Carolyn Butler &

administering the updated Woodcock 8:00 - 3:00 Psychologist 6Psychologists

TeamJohnson IV-Cognitive Battery Office

Materials Review with Frenchtown Rm.8:30- 11:30 Anne Rosa 3

ELL publisher/representatives 162French town

a Writing Project 12:00 -3:30 Bryan Crandall 3Cafeteria

Using a multisensory approach for sound8:30 - 11:30 Judy Elkies 3

TECEC development TECEC

PBIS 12:30 - 3:30 P815 Committee 3

Deborah Dean &Review a Standards 8:00 - 11:00 Daniels Farm 3

K-l2ArtTeam

Deborah Dean &Visit Sacred Heart Art Gallery 12:00 - 3:00 Fairfield, CT 3

Team

Media & Margaret Cassidy &Technology Media and Updates 8:30 - 11:30 Tashua Media 3

Jeff_HackettTech.

Integration a Writing Project (Media Only) 12:30 - 3:30 Bryan CrandallFrenchtown

3Cafeteria

SpecialistsCentral CT State

Orff Workshop 8:30 - 3:30 Donna Gallo 6Univ.

OR

Music Workshop on Art StandardsJ__8:30

- 3:30 ) Richard Wells ] Cheshire I-IS. 6

OR

Workshop on Music Advocacy 8:30 - 3:30 Dr. Nora Marrinan WestConn 6

Physical Variety of Activities: Modified games;Chip Candy and

New & innovative strategies and 8:00- 3:00 THS Gym 6

Education activities for PE. curriculumJohn Smith

Lunch is on your own from 11:30-12:30 or as noted. Cafeterias are closed.

HILLCREST and MADISON MIDDLE SCHOOLS COMBINED @ MADISON

Tuesday, November 3, 2015 - Professional Development Schedule

Cont.

Subject Area Activity Time Presenter/ Location Ed.

Facilitator Hours

Improving Pedagogy 8:00 - 11:00

All Academic Lunch 11:00 - 12:00

Departments, Madison.

Jonathan Budd . 6Guidance, Special Cafeteria

EducationContinuing Session: Improving

12:00 - 3:00Pedagogy

. Development of a District SocialSocial Workers

. Work ManualS establish clearlyand Intervention . 8:00 - 3:00 Carolyn Butler & Team TECEC 6

defined processes and proceduresCounselors of services and delivery

Focus on acquiring proficiency in Daniels Farm

Psychologists administering the Woodcock 8:00- 3:00 Carolyn Butler & Team Psychologist 6

iohnson iV-Govnitive Battery Office

Review CT Standards 8:00- 11:00 Deborah Dean & Team Daniels Farm 3

ArtVisit Sacred Heart Art Gallery 12:00 - 3:00 Deborah Dean & Team Fairfield, CT 3

Workshop on Standards 8:30 - 3:30 Richard Wells Cheshire H.S. 6

. OR_____________Music

Workshop on Music Advocacy 8:30 - 3:30 Dr. Nora Marrinan WestConn 6

Variety of Activities - Modified

. games; New and innovative Chip Candy andPhysical Ed. . . .

. 8:00-3:00 . THS Gym 6strategies and activities for P.E. John Smith

curriculum, etc.

Technology Media and updates 8:30 - 11:30Margaret Cassidy &

Tashua Media 3Jeff_Hackett

Media Specialists Madi onImproving Pedagogy 12:30 - 3:30 Jonathan Budd 3

Cafeteria

LUNCH IS ON YOUR OWN from 11:00 - 12:00 or as otherwise noted. CAFETERIAS WILL BE CLOSED.

Page 1 of 1

TRUMBULL HIGH SCHOOL

Tuesday, November 3, 2015 - Professional Development Schedule

Cont.

Subject Area Activity Time Presenter! Location Ed.

Facilitator Hours

Professional Learning8:00 - 11:00

Communities

All Academic Lunch 11:00 - 12:00

Departments, .. Rooms byPLC Facilitators 6

Guidance, Special Department

Education Continuing Session:

Professional Learning 12:00 - 3:00

Communities

. Development of a District SocialSocial Workers

and InterventionWork Manual - establish clearly

8:00 - 3:00 Carolyn Butler & Team TECEC 6defined processes and procedures

Counselors of services and delivery

Focus on acquiring proficiency in Daniels Farm

Psychologists administering the Woodcock 8:00 - 3:00 Carolyn Butler & Team Psychologist 6

Johnson IV-Govnitive Battery Office

Review CT Standards 8:00 - 11:00 Deborah Dean & Team Daniels Farm 3

ArtVisit Sacred Heart Art Gallery 12:00 - 3:00 Deborah Dean & Team Fairfield, CT 3

Workshop on Standards 8:30 - 3:30 Richard Wells Cheshire H.S. 6

OR______________

MusicWorkshop on Music Advocacy 8:30 - 3:30 Dr. Nora Marrinan WestConn 6

Variety of Activities - Modified

. Games; New and innovative Chip Candy andPhysical Ed. . .

. 8:00-3:00 . THS Gym 6strategies and activities for P.E. John Smith

curriculum

LUNCH IS ON YOUR OWN from 11:00 - 12:00 or as otherwise noted. CAFETERIAS WILL BE CLOSED.

CAll4 TO ORDER Revised II. PRELIMINARY BUSINESS · Sports and I ntertainment Marketing Draft lbr...

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Transcript of CAll4 TO ORDER Revised II. PRELIMINARY BUSINESS · Sports and I ntertainment Marketing Draft lbr...